The Texas Education Agency’s
Lighthouse Initiative for
English/Language Arts Classrooms
Texas Essential Knowledge and Skills (TEKS)
and the
Advanced Placement Program*
Welcome to the revised Lighthouse Initiative for English/Language Arts Classrooms.
This guide provides several useful tools for helping Texas English/Language Arts and Reading
teachers connect the Texas Essential Knowledge and Skills (TEKS) and Pre-AP* and AP*
curricular objectives. The purpose of the guide is to help educators incorporate strategies into their
teaching that will prepare their students for success in advanced English courses in high school
and beyond. Examples of these tools include the following:
middle school and high school TEKS and AP alignment charts;**
classroom strategies; and
sample lessons grades 6–12.
Table of Contents
All students, whether they are in regular classrooms or in AP classrooms, deserve the same kind
of reading and writing excellence. –Sharon Kingston, original committee member
PDF of All Site Documents
Please note: This Web site was updated in fall 2006.
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
1
Table of Contents
Welcome
Foreword—Texas Education Agency
Dear Reader—A Word from the Revision Committee Chairperson
Introduction
Contributors
Copyright Notice
The TEKS and AP*: Alignment of Curricular Objectives**
Middle School TEKS and AP* Alignment Chart
High School TEKS and AP* Alignment Chart
Classroom Strategies
Lessons
Texts and Visual
Abraham Lincoln’s Second Inaugural Address
Alphonse Daudet’s "The Last Lesson"
Armed Conflicts, 1990–2004
Sample Lessons for Grades 6–12
Grade 6-The Building Blocks of Annotation
Grade 7-The Search for Common Ground
Grade 8-Deriving Author’s Purpose
Grade 9-The Power of Language
Grade 10-Reading, and Thinking, and Annotating…Oh My!
Grade 11-Critical Thinking: Synthesizing Ideas and Information
Grade 12-The Movement of Ideas
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
2
Welcome
Foreword—Texas Education Agency
Dear Reader—A Word from the Revision Committee Chairperson
Introduction
Contributors
Copyright Notice
Use this resource as it best fits your own environment and teaching philosophy. New teachers may
find it to be a road map for excellence that will guide their search for effective teaching practices.
Teachers in mid-career may find it both a validation of their current teaching practices and a spur
to further instructional creativity. Master teachers will be able to add their own valuable strategies
and objectives to those contained in this volume. -Lynne Hagar Weber, original committee
chairperson
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©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
3
Foreword
In 2001, the Texas Education Agency brought together a group of experienced and highly
respected English/Language Arts and Reading teachers to develop a guide for educators in
grades six through twelve that would facilitate an understanding of the alignment between the
Texas Essential Knowledge and Skills (TEKS) and the Advanced Placement Program* (AP)*
curriculum. Their work became the first Lighthouse guide—The Advanced Placement Program*
and the TEKS: A Lighthouse Initiative for Texas Language Arts Classrooms.
This exceptional group of authoring teachers chose the lighthouse metaphor to guide their efforts,
explaining that the TEKS provided a firm foundation for teaching a challenging framework of
Pre-AP* and AP strategies. The guide was intended to serve as a beacon lighting the way for
teachers in the integration of TEKS and AP teaching and learning goals.
The publication of the English/Language Arts Lighthouse guide led to the development of similar
guides for mathematics, science, and social studies by committees of experienced educators in
their respective fields. (These are all available free of charge to Texas educators through the TEA
Lighthouse Initiative website at http://www.tealighthouse.org.) Each new guide built upon the work
begun by that original group of inspired English/Language Arts and Reading teachers and included
new technology, tools, and techniques. With this in mind, the Texas Education Agency sponsored a
second look at the English/Language Arts guide and is pleased to present this new and updated
version. Our hope is that the Lighthouse Initiative for Texas English/Language Arts Classrooms
can be used to prepare more students for advanced level work in English through teaching the
TEKS.
Advanced Academics Unit
Division of Curriculum
Texas Education Agency
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
4
Dear Reader
When I arrived at my first AP* Summer Institute in 1996, I never thought the content the lead
consultant offered over those five days would renew how I teach English. Now, after taking several
Summer Institutes, teaching Pre-AP* and AP English classes for another ten years, and becoming
an endorsed College Board consultant myself, I get the chance to enact a dream: to spend lots of
time with English teachers and help them renew their teaching. The feeling of satisfaction we
experience while teaching our students is only surpassed by the reward of being able to offer one
another instruction through mentoring, teaming, conferences, and publications like these. Working
with the members of the revision committee for the Lighthouse Initiative for English/Language Arts
Classrooms has been such an experience.
This guide can do so much more than provide you with a day or two’s worth of activities for your
students. It provides answers to the questions many teachers struggle with every day: How do I
prepare my students for AP when I have to prepare for TAKS? How do I ensure my supervisors
know that what goes on in my classroom is designed to teach the skills measured on the test?
How do my students know that what I am teaching them will help them perform well, not only on
exams, but also as they read and write for business, for college, and for pleasure?
As you read and consider the entire guide, you will see how what you do each day sculpts
tomorrow’s AP English student. It may also help you craft a new vision for your English/Language
Arts or Reading course.
The following people—long-time friends and colleagues of the revision committee members
—compiled the first edition of this document in 2001, and without their original vision, this revised
Lighthouse project would guide no pedagogical ships.
Ronda Brandon, Advanced Placement Strategies, Inc., Dallas, TX
Rosa Fonseca, Franklin High School, El Paso, TX
Sharon Kingston, Coronado High School, Lubbock, TX
Doris R. Sanders, Advanced Placement Strategies, Inc., Dallas, TX
Becky Talk, Advanced Placement Strategies, Inc., Dallas, TX
Kelly Tumy, North Shore Senior High School, Houston, TX
Karen Werkenthin, Round Rock High School, Round Rock, TX
Lynne Hagar Weber, St. Mark’s School of Texas, Dallas, TX
Further thanks go to the following people: Tolly Patterson Salz of the Episcopal School of Dallas,
who contributed the introduction to the revised guide; Tracy Laughlin of Resources for Learning,
LLC, who helped coordinate the revision project; Tom Lewis of Whitewater High School in
Fayetteville, Georgia; Dr. Cathleen Hannigan, independent scholar; Skip Moran of Highland Park
Middle School in Dallas; Claire Mrozek of the Episcopal School of Dallas; Dr. David Southward of
the University of Wisconsin-Milwaukee; and Bob Wofford of Las Cruces High School in Las
Cruces, New Mexico.
Jim Lindsay
Revision Committee Chairperson
Episcopal School of Dallas
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
5
Introduction for Texas English/Language Arts and
Reading Instructors
A curriculum does not consist solely of the books we teach; rather, a curriculum consists of the
skills students should master and concepts students should understand, organized thoughtfully and
logically in such a way that provides a scaffold for learning. In his book, Developing a Quality
Curriculum, Allan Glatthorn (1994) suggests that the goal of curriculum alignment is the unity of
four curricular aspects that complement one another:
the written curriculum (the one that appears in the guides);
the tested curriculum (the one that appears in the classroom and on standardized tests);
the supported curriculum (the one that appears in textbooks and other resources); and
the taught curriculum (the one that the teacher actually delivers).
While the TEKS for English/Language Arts and Reading offer a framework of learning objectives, it
should be the responsibility of teachers within a school—or among schools within a particular
system—to define and align these objectives in a way that fosters and facilitates student growth.
The Pre-AP* and AP* expectations should serve as a starting place for these curricular
discussions, encouraging all teachers to begin specifying and clarifying the skills and knowledge
their students need to master to achieve to their full potential.
In my practice as a K-12 English/Language Arts Curriculum Coordinator for a school district in
Texas, I found that when educators are active as decision makers and creators in designing the
units and materials to support a curricular framework, what results is a thoughtful, creative, and
relevant curriculum. And when educators across grade levels join forces, they can shape programs
that clearly align skills and content and create seamless bridges between courses.
A few years ago, I had the opportunity to work with teachers in grades 5-12 to identify the skills
most essential to their grade levels and to demonstrate the power of the interconnectedness and
vertical alignment of these skills. To illustrate the specific objectives students should learn in each
grade, I asked teachers to use the same piece of literature as a basis for creating both a reading
and writing lesson for their respective grade level. The result was phenomenal. Even though the
teachers used the same piece of literature, the focus for each reading and writing unit was
markedly different. At the same time, the lessons were meaningfully connected to those of the
previous and subsequent grade levels. Teachers could see clearly that the skills students learned
in eighth grade provided the foundation for the skills they would need to master in eleventh grade.
As educators, one of our highest rewards is to receive students who not only are eager to learn,
but also are prepared to do so. When a student has mastered essential skills of reading, writing,
and critical thinking, it is usually due to teachers who, since kindergarten, have been thoughtfully
and purposefully teaching those fundamental skills. I encourage you to use the materials in this
guide as a framework for your own learning and understanding. May you be inspired and
encouraged to work together with your colleagues to create rich teaching and learning
opportunities that will serve you, your students, and your school.
Tolly Patterson Salz
Teacher of the Arts of the English Language, Episcopal School of Dallas
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
6
Contributors
Revised version (2006) written and compiled by:
Jim Lindsay, Committee Chairperson, Episcopal School of Dallas, Dallas, TX
Kathy Brown, Gentry Junior School, Baytown, TX
Stefanie Bush, Galena Park Independent School District, Houston, TX
Sandra Coker, Westlake High School, Austin, TX
Dr. Teri Marshall, Saint Mary's Hall, San Antonio, TX
Drue Ann Wise, James Pace High School, Brownsville, TX
Original document (2001) written and compiled by:
Ronda Brandon, Advanced Placement Strategies, Inc., Dallas, TX
Rosa Fonseca, Franklin High School, El Paso, TX
Sharon Kingston, Coronado High School, Lubbock, TX
Doris R. Sanders, Advanced Placement Strategies, Inc., Dallas, TX
Becky Talk, Advanced Placement Strategies, Inc., Dallas, TX
Kelly Tumy, North Shore Senior High School, Houston, TX
Karen Werkenthin, Round Rock High School, Round Rock, TX
Lynne Hagar Weber, St. Mark's School of Texas, Dallas, TX
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©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
7
Copyright Notice
©2006 by the Texas Education Agency. All rights reserved.
Copyright © Notice. The Materials are copyrighted © and trademarked ™ as the property of the
Texas Education Agency (TEA) and may not be reproduced without the express written permission
of TEA, except under the following conditions:
A. Texas public school districts, charter schools, and Education Service Centers may
reproduce and use copies of the Materials and Related Materials for the districts' and
schools' educational use without obtaining permission from TEA.
B. Residents of the state of Texas may reproduce and use copies of the Materials and
Related Materials for individual personal use only, without obtaining written permission of
TEA.
C. Any portion reproduced must be reproduced in its entirety and remain unedited, unaltered
and unchanged in any way.
D. No monetary charge can be made for the reproduced materials or any document containing
them; however, a reasonable charge to cover only the cost of reproduction and distribution
may be charged.
Private entities or persons located in Texas that are not Texas public school districts, Texas
Education Service Centers, or Texas charter schools or any entity, whether public or private,
educational or non-educational, located outside the state of Texas MUST obtain written approval
from TEA and will be required to enter into a license agreement that may involve the payment of a
licensing fee or a royalty.
Every effort has been made to credit sources. If any sources were omitted, please notify us for
acknowledgements in future editions.
For information contact:
Office of Copyrights, Trademarks, License Agreements, and Royalties
Texas Education Agency
1701 N. Congress Ave.
Austin, TX 78701-1494
phone 512-463-7004
e-mail: copyrights@tea.state.tx.us
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©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
8
The TEKS and AP*:
Alignment of Curricular Objectives
The connections and common objectives between the Texas Essential Knowledge and Skills
(TEKS) and the goals and expectations for AP* English Language and Composition and AP English
Literature and Composition begin in the middle school grade levels. For more students to succeed
in advanced English courses like AP, the foundations must be established in the lower grades.
These charts illustrate the alignment between the middle and high school TEKS and AP English
courses. Teachers at varying grade levels can use these charts to prepare all learners for the high
expectations of both the AP English Language and Composition and AP English Literature and
Composition courses. Please see the course descriptions for AP English Language and
Composition and English Literature and Composition on the College Board Web site.
Middle School TEKS and AP Alignment Chart** (pdf)
High School TEKS and AP Alignment Chart** (pdf)
Please note: The text and information provided in these charts is excerpted from the College
Board and AP Central's Course Description. The text is the summary and interpretation of the
authors of the revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in
the Course Description may not adequately represent the fuller description of the AP English
Language or AP English Literature courses and exams provided in the Course Description by the
College Board, available for download at apcentral.collegeboard.com.
[printer-friendly]
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
9
Middle School
TEKS Objectives
and
AP* Goals and Expectations
Texas Essential Knowledge
and Skills
Grade
6
7
8
√
√
√
Advanced Placement Program**
Goals and Expectations
The student is expected to:
b 1 Listening/speaking/
purposes
(A) determine the purposes for
listening such as to gain
information, to solve
problems, or to enjoy and
appreciate;
(B) eliminate barriers to effective
listening;
(C) understand the major ideas
and supporting evidence in
spoken messages;
(D) listen to learn by taking
notes, organizing, and
summarizing spoken ideas.
b 2 Listening/speaking/
critical listening
(A) interpret speakers’ messages
(both verbal and nonverbal),
purposes, and perspectives;
(B) identify and analyze a
speaker’s persuasive
techniques such as selling,
convincing, and using
propaganda;
The AP English course description does not identify
specific goals or expectations directly related to the
listening/speaking or viewing/representing strands of
the TEKS objectives.
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
(B) analyze a speaker’s
persuasive techniques and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
10
Texas Essential Knowledge
and Skills
credibility;
(C) distinguish between the
speaker’s opinion and
verifiable fact;
(D) monitor his/her own
understanding of the spoken
message and seek
clarification as needed;
(E) compare his/her own
perception of a spoken
message with the perception
of others;
(F) evaluate a spoken message
in terms of its content,
credibility, and delivery.
b 3 Listening/speaking/
appreciation
(A) listen to proficient, fluent
models of oral reading,
including selections from
classic and contemporary
works;
(B) analyze oral interpretations of
literature for effects on the
listener;
(C) analyze the use of aesthetic
language for its effects.
b 4 Listening/speaking/
culture
(A) connect his/her own
experiences, information,
insights, and ideas with the
experiences of others
through speaking and
listening;
(B) compare oral traditions
across regions and cultures;
(C) identify how language use
such as labels and sayings
reflects regions and cultures.
b 5 Listening/speaking/
audiences
(A) adapt spoken language such
Grade
6
7
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Advanced Placement Program**
Goals and Expectations
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
11
Texas Essential Knowledge
and Skills
as word choice, diction, and
usage to the audience,
purpose, and occasion;
(B) demonstrate effective
communication skills that
reflect such demands as
interviewing, reporting,
requesting, and providing
information
(C) present dramatic
interpretations of
experiences, stories, poems,
or plays to communicate;
(D) generate criteria to evaluate
his/her own oral
presentations and the
presentations of others;
(E) use effective rate, volume,
pitch, and tone for the
audience and setting;
(F) clarify and support spoken
ideas with evidence,
elaborations, and examples.
b 6 Reading/word
identification
(A) apply knowledge of lettersound correspondences,
language structure, and
context to recognize words;
(B) use structural analysis to
identify root words with
prefixes such as dis-, non-,
in-, and suffixes such as –
ness, -tion, and –able;
(B) use structural analysis to
identify words, including
knowledge of Greek and
Latin roots and
prefixes/suffixes;
(C) locate the meanings,
pronunciations, and
derivations of unfamiliar
words using dictionaries,
Grade
6
7
8
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Advanced Placement Program**
Goals and Expectations
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
12
Texas Essential Knowledge
and Skills
glossaries, and other
sources.
b 7 Reading/fluency
(A) read regularly in
independent-level materials
(texts in which no more than
approximately 1 in 20 words
is difficult for the reader);
(B) read regularly in instructionallevel materials that are
challenging but manageable
(texts in which no more than
approximately 1 in 10 words
is difficult for the reader);
(C) demonstrate characteristics
of fluent and effective
readers;
(D) adjust reading rate based on
purposes for reading;
(E) read aloud in selected texts
in ways that both reflect
understanding of the text and
engage the listeners;
(F) read silently with increasing
ease for longer periods.
b 8 Reading/variety of texts
(A) read classic and
contemporary works;
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
√
√
Read complex texts with understanding.
√
√
√
√
√
√
√
√
√
√
√
√
√
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
Become acquainted with a wide variety of prose styles
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
(B) select varied sources such as
plays, anthologies, novels,
textbooks, poetry,
newspapers, manuals, and
electronic texts when reading
√
√
√
Study, intensively, representative works from various
genres and periods, concentrating on works of
recognized literary merit.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
Become acquainted with a wide variety of prose styles
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
13
Texas Essential Knowledge
and Skills
Grade
6
7
8
for information or pleasure;
(C) read for varied purposes
such as to be informed, to be
entertained, to appreciate the
writer’s craft, and to discover
models for his/her own
writing;
Advanced Placement Program**
Goals and Expectations
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
√
√
√
Study, intensively, representative works from various
genres and periods, concentrating on works of
recognized literary merit.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
Become acquainted with a wide variety of prose styles
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
Study, intensively, representative works from various
genres and periods, concentrating on works of
recognized literary merit.
(D) read to take action such as to
complete forms, make
informed recommendations,
and write a response.
b 9 Reading/vocabulary
development
(A) develop vocabulary by
listening to selections read
aloud;
(B) draw on experiences to bring
meaning to words in context
such as interpreting idioms,
multiple-meaning words, and
analogies;
(B) draw on experiences to bring
meanings to words in context
such as interpreting
figurative language idioms,
multiple-meaning words, and
analogies;
(C) use multiple reference aids,
including a thesaurus, a
synonym finder, a dictionary,
and software, to clarify
√
√
√
√
√
√
Develop a wide-ranging vocabulary used
appropriately and effectively.
√
Develop a wide-ranging vocabulary used
appropriately and effectively.
√
Develop a wide-ranging vocabulary used
appropriately and effectively.
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
14
Texas Essential Knowledge
and Skills
meanings and usage;
(D) determine meanings of
derivatives by applying
knowledge of the meanings
of root words such as like,
pay or happy and affixes
such as dis-, pre-, or un-;
(E) study word meanings
systematically such as
across curricular content
areas and through current
events;
(F) distinguish denotative and
connotative meanings;
(G) use word origins as an aid to
understanding historical
influences on English word
meanings.
b 10 Reading/
comprehension
(A) use his/her own knowledge
and experience to
comprehend;
(B) establish and adjust
purposes for reading such as
reading to find out, to
understand, to interpret, to
enjoy, and to solve problems;
(C) monitor his/her own
comprehension and make
modifications when
understanding breaks down
such as by rereading a
portion aloud, using
reference aids, searching for
clues, and asking questions;
(D) describe mental images that
text descriptions evoke;
(E) use the text’s structure or
progression of ideas such as
Grade
Advanced Placement Program**
Goals and Expectations
6
7
8
√
√
√
√
√
√
Develop a wide-ranging vocabulary used
appropriately and effectively.
√
√
√
Develop a wide-ranging vocabulary used
appropriately and effectively.
Develop a wide-ranging vocabulary used with
denotative accuracy and connotative resourcefulness.
Develop a wide-ranging vocabulary used
appropriately and effectively.
√
√
√
√
√
√
√
√
√
√
√
√
Read complex texts with understanding.
√
√
√
Read complex texts with understanding.
√
√
√
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Read complex texts with understanding.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
15
Texas Essential Knowledge
and Skills
Grade
6
7
8
cause and effect or
chronology to locate and
recall information;
(F) determine a text’s main (or
major) ideas and how those
ideas are supported with
details;
(G) paraphrase and summarize
text to recall, inform, or
organize ideas;
(H) draw inferences such as
conclusions or
generalizations and support
them with text evidence and
experience;
(I) find similarities and
differences across texts such
as in treatment, scope, or
organization;
Advanced Placement Program**
Goals and Expectations
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of rhetorical
strategies and techniques.
√
√
√
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its richness
of meaning, and to analyze how that meaning is
embodied in literary form.
Make careful observations of textual detail.
√
√
√
Read complex texts with understanding.
√
√
√
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its richness
of meaning, and to analyze how that meaning is
embodied in literary form.
√
√
√
Draw from connections a series of inferences leading
to an interpretive conclusion about a piece of writing’s
meaning and value.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
Become acquainted with a wide variety of prose styles
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of rhetorical
strategies and techniques.
Gain awareness of how writing style has changed
dramatically through history, and its existence in many
national and local varieties.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
16
Texas Essential Knowledge
and Skills
(J) distinguish fact and opinion in
various texts;
(K) answer different types and
levels of questions such as
open-ended, literal, and
interpretative as well as testlike questions such as
multiple choice, true-false,
and short answer;
(L) represent text information in
different ways such as in
outline, timeline, or graphic
organizer;
(M) use study strategies to learn
and recall important ideas
from texts such as preview,
question, reread, and record.
b 11 Reading/literary response
(A) offer observations, make
connections, react,
speculate, interpret, and
raise questions in response
to texts;
Grade
6
√
7
√
8
√
√
√
√
√
√
√
√
√
√
√
√
√
Advanced Placement Program**
Goals and Expectations
Read primary and secondary source material
carefully, and synthesize material from these texts in
student compositions.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Make careful observations of textual detail.
Establish connections among observations.
Draw from connections a series of inferences leading
to an interpretive conclusion about a piece of writing’s
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
17
Texas Essential Knowledge
and Skills
(B) interpret text ideas through
such varied means as journal
writing, discussion,
enactment, and media;
Grade
6
7
8
√
√
√
Advanced Placement Program**
Goals and Expectations
meaning and value.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Make careful observations of textual detail.
Establish connections among observations.
(C) support responses by
referring to relevant aspects
of text and his/her own
experiences;
√
√
√
Draw from connections a series of inferences leading
to an interpretive conclusion about a piece of writing’s
meaning and value.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Make careful observations of textual detail.
Establish connections among observations.
(D) connect, compare, and
contrast ideas, themes, and
issues across text.
√
√
√
Draw from connections a series of inferences leading
to an interpretive conclusion about a piece of writing’s
meaning and value.
Read complex texts with understanding.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Make careful observations of textual detail.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
18
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
Establish connections among observations.
Draw from connections a series of inferences leading
to an interpretive conclusion about a piece of writing’s
meaning and value.
b 12 Reading/text
structures/literary
concepts
(A) identify the purposes of
different types of texts such
as to inform, influence,
express, or entertain;
(B) recognize the distinguishing
features of genres, including
biography, historical fiction,
informational texts, and
poetry;
(C) compare communication in
different forms such as
contrasting a dramatic
performance with a print
version of the same story or
comparing story variants;
(D) understand and identify
literary terms such as
playwright, theater, stage,
act, dialogue, analogy, and
scene across a variety of
literary forms (texts);
(E) understand literary forms by
recognizing and
√
√
√
Read complex texts with understanding.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
√
√
√
Become acquainted with a wide variety of prose styles
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
Read complex texts with understanding.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
√
√
√
√
√
√
√
Become acquainted with a wide variety of prose styles
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Underscore the commonalities and distinctive
elements of evocative literary language.
Develop awareness of literary tradition and the
complex ways in which imaginative literature builds
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
19
Texas Essential Knowledge
and Skills
Grade
6
7
distinguishing among such
types of text as stories,
poems, myths, fables, tall
tales, limericks, plays,
biographies, and
autobiographies;
(E) understand literary forms by
recognizing and
distinguishing among such
types of text as myths, fables,
tall tales, limericks, plays,
biographies, autobiographies,
tragedy, and comedy;
(F) analyze characters, including
their traits, motivations,
conflicts, point of view,
relationships, and changes
they undergo;
8
Advanced Placement Program**
Goals and Expectations
upon the ideas, works, and authors of earlier times.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
√
Underscore the commonalities and distinctive
elements of evocative literary language.
√
√
√
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Underscore the commonalities and distinctive
elements of evocative literary language.
(G) recognize and analyze story
plot, setting and problem
resolution;
√
√
√
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its richness
of meaning, and to analyze how that meaning is
embodied in literary form.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
20
Texas Essential Knowledge
and Skills
Grade
6
7
Advanced Placement Program**
Goals and Expectations
8
•
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Underscore the commonalities and distinctive
elements of evocative literary language.
(H) describe how the author’s
perspective or point of view
affects the text;
(I) analyze ways authors
organize and present ideas
such as through cause/effect,
compare/contrast, inductively,
deductively or chronologically;
√
√
√
√
√
√
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its richness
of meaning, and to analyze how that meaning is
embodied in literary form.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Become acquainted with a wide variety of prose styles
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of rhetorical
strategies and techniques.
(J) recognize and interpret
literary devices such as
flashback, foreshadowing,
and symbolism;
√
√
√
Make careful observations of textual detail.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
21
Texas Essential Knowledge
and Skills
Grade
6
7
Advanced Placement Program**
Goals and Expectations
8
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Underscore the commonalities and distinctive
elements of evocative literary language.
(K) recognize how style, tone,
and mood contribute to the
effect of the text.
√
√
√
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its richness
of meaning, and to analyze how that meaning is
embodied in literary form.
Reflect on the link between grammar and style.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of rhetorical
strategies and techniques.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Underscore the commonalities and distinctive
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
22
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
elements of evocative literary language.
b 13 Reading/inquiry/research
(A) form and revise questions for
investigations, including
questions arising from
readings, assignments, and
units of study;
(B) use text organizers, including
headings, graphic features,
and tables of contents, to
locate and organize
information;
(C) use multiple sources,
including electronic texts,
experts, and print resources,
to locate information relevant
to research questions;
√
√
√
√
√
√
√
√
√
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its richness
of meaning, and to analyze how that meaning is
embodied in literary form.
Read primary and secondary source material
carefully, and synthesize material from these texts in
student compositions.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Conduct informed research and synthesize varied
sources (to evaluate, cite, and utilize source
materials).
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Conduct informed research and synthesize varied
sources (to evaluate, cite, and utilize source
materials).
(D) interpret and use graphic
sources of information such
as maps, graphs, timelines,
or tables to address research
questions;
√
√
√
Make careful observations of textual detail.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
23
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Conduct informed research and synthesize varied
sources (to evaluate, cite, and utilize source
materials).
Analyze images as text.
(E) summarize and organize
information from multiple
sources by taking notes,
outlining ideas, and making
charts;
√
√
√
Make careful observations of textual detail.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Conduct informed research and synthesize varied
sources (to evaluate, cite, and utilize source
materials).
Make careful observations of textual detail.
(F) produce research projects
and reports in effective
formats for various
audiences;
√
√
√
Establish connections among observations.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
24
Texas Essential Knowledge
and Skills
Grade
6
7
Advanced Placement Program**
Goals and Expectations
8
•
works through close reading to arrive at an
understanding of their multiple meanings.
Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Conduct informed research and synthesize varied
sources (to evaluate, cite, and utilize source
materials).
Produce projects that call on evaluation of the
legitimacy and purpose of sources used.
Formulate varied, informed arguments.
Consider each source as a text that was itself written
for a particular audience and purpose.
(G) draw conclusions from
information gathered from
multiple sources;
√
√
√
Sort through disparate interpretations to analyze,
reflect upon, and write about a topic and through such
activity enter into conversations with other writers and
thinkers.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
25
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
images both relate to written texts and serve as
alternative forms of texts themselves.
Conduct informed research and synthesize varied
sources (to evaluate, cite, and utilize source
materials).
(H) use compiled information and
knowledge to raise additional,
unanswered questions;
√
√
√
Establish connections among observations.
Read closely from the following perspectives:
• Experience of literature – the subjective
dimension of reading and responding to literary
works, including pre-critical impressions and
emotional responses.
• Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
• Evaluation of literature – an assessment of the
quality and artistic achievement of literary works
and a consideration of their social and cultural
values.
Conduct informed research and synthesize varied
sources (to evaluate, cite, and utilize source
materials).
(I) present organized statement,
reports, and speeches using
visuals or media to support
meaning, as appropriate.
√
√
√
Establish connections among observations.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Produce projects that call on evaluation of the
legitimacy and purpose of sources used.
Formulate varied, informed arguments.
Consider each source as a text that was itself written
for a particular audience and purpose.
Sort through disparate interpretations to analyze,
reflect upon, and write about a topic and through such
activity enter into conversations with other writers and
thinkers.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
26
Texas Essential Knowledge
and Skills
b 14 Reading/culture
(A) compare text events with
his/her own and other
readers’ experiences;
Grade
6
7
8
√
√
√
Advanced Placement Program**
Goals and Expectations
Gain awareness of how writing style has changed
dramatically through history, and its existence in many
national and local varieties.
Develop awareness of literary tradition and the
complex ways in which imaginative literature builds
upon the ideas, works, and authors of earlier times.
(B) determine distinctive and
common characteristics of
cultures through wide
reading;
√
√
√
Reflect on the social and historical values a work
reflects and embodies.
Gain awareness of how writing style has changed
dramatically through history, and its existence in many
national and local varieties.
Develop awareness of literary tradition and the
complex ways in which imaginative literature builds
upon the ideas, works, and authors of earlier times.
(C) articulate and discuss themes
and connections that cross
cultures.
√
√
√
Reflect on the social and historical values a work
reflects and embodies.
Gain awareness of how writing style has changed
dramatically through history, and its existence in many
national and local varieties.
Develop awareness of literary tradition and the
complex ways in which imaginative literature builds
upon the ideas, works, and authors of earlier times.
Reflect on the social and historical values a work
reflects and embodies.
b 15 Writing/purposes
(A) write to express, discover,
record, develop, reflect on
ideas, and to problem solve;
√
√
√
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public policies,
from imaginative literature to popular culture.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
27
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining voice,
and achieving appropriate emphasis through diction
and sentence structure.
Write for a variety of purposes.
Write thoughtfully and reflectively about composition
process.
Vary writing experiences for literary works depending
upon the following purposes: writing to understand,
writing to explain, and writing to evaluate.
Develop an effective use of rhetoric, including
controlling tone, maintaining a consistent voice, and
achieving emphasis through parallelism and
antithesis.
Write to understand through the use of response and
reaction papers, annotation, freewriting, and reading
journals.
Write to explain through the use of
analysis/interpretation and brief focused analyses on
aspects of language and structure.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
Write to explore, discovering ideas through the
process of writing about text.
(B) write to influence such as to
persuade, argue, and
request;
√
√
√
Write effectively under time constraints.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public policies,
from imaginative literature to popular culture.
Move beyond such programmatic responses as the
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
28
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Produce projects that call on evaluation of the
legitimacy and purpose of sources used.
Formulate varied, informed arguments.
Consider each source as a text that was itself written
for a particular audience and purpose.
Sort through disparate interpretations to analyze,
reflect upon, and write about a topic and through such
activity enter into conversations with other writers and
thinkers.
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining voice,
and achieving appropriate emphasis through diction
and sentence structure.
Create and sustain arguments based on readings,
research, and/or personal experience.
Write for a variety of purposes.
Vary writing experiences for literary works depending
upon the following purposes: writing to understand,
writing to explain, and writing to evaluate.
Develop an effective use of rhetoric, including
controlling tone, maintaining a consistent voice, and
achieving emphasis through parallelism and
antithesis.
(C) write to inform such as to
explain, describe, report, and
narrate;
√
√
√
Write effectively under time constraints.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public policies,
from imaginative literature to popular culture.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
29
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining voice,
and achieving appropriate emphasis through diction
and sentence structure.
Write for a variety of purposes.
Vary writing experiences for literary works depending
upon the following purposes: writing to understand,
writing to explain, and writing to evaluate.
Develop an effective use of rhetoric, including
controlling tone, maintaining a consistent voice, and
achieving emphasis through parallelism and
antithesis.
Write to explain through the use of
analysis/interpretation and brief focused analyses on
aspects of language and structure.
(D) write to entertain such as to
compose humorous poems or
short stories;
√
√
√
Write effectively under time constraints.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public policies,
from imaginative literature to popular culture.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining voice,
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
30
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
and achieving appropriate emphasis through diction
and sentence structure.
Write for a variety of purposes.
Develop an effective use of rhetoric, including
controlling tone, maintaining a consistent voice, and
achieving emphasis through parallelism and
antithesis.
(E) select and use voice and
style appropriate to audience
and purpose;
√
√
√
Write effectively under time constraints.
Identify and practice writers’ strategies.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining voice,
and achieving appropriate emphasis through diction
and sentence structure.
(F) choose the appropriate form
for his/her own purpose for
writing, including journals,
letters, editorials, reviews,
poems, presentations,
narratives, reports, and
instructions;
Develop an effective use of rhetoric, including
controlling tone, maintaining a consistent voice, and
achieving emphasis through parallelism and
antithesis.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public policies,
from imaginative literature to popular culture.
√
√
(F) choose the appropriate form
for his/her own purpose for
writing such as journals,
letters, editorials, reviews,
poems, memoirs, narratives,
and instructions;
√
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Identify and practice writers’ strategies.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Write to understand through the use of response and
reaction papers, annotation, freewriting, and reading
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
31
Texas Essential Knowledge
and Skills
(G) use literary devices
effectively such as suspense,
dialogue, and figurative
language;
Grade
6
7
8
√
√
√
Advanced Placement Program**
Goals and Expectations
journals.
Identify and practice writers’ strategies.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Produce imitation exercises, journals, collaborative
writing, and in-class responses.
(H) produce cohesive and
coherent written texts by
organizing ideas, using
effective transitions, and
choosing precise wording.
√
√
√
Apply effective writing strategies and techniques.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Identify and practice writers’ strategies.
Construct essays with logical organization, enhanced
by specific techniques to increase coherence, such as
repetition, transitions, and emphasis.
Apply effective writing strategies and techniques.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Develop and organize ideas in clear, coherent, and
persuasive language.
Develop a wide-ranging vocabulary used with
denotative accuracy and connotative resourcefulness.
b 16 Writing/penmanship/
capitalization/
punctuation/spelling
(A) write legibly by selecting
cursive or manuscript as
appropriate;
(B) capitalize and punctuate
correctly to clarify and
enhance meaning such as
capitalizing titles, using
hyphens, semicolons, colons,
possessives, and sentence
√
√
√
√
√
√
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
32
Texas Essential Knowledge
and Skills
punctuation;
(C) write with accurate spelling of
syllable constructions,
including closed, open,
consonant before –le, and
syllable boundary patterns;
(C) spell derivatives correctly by
applying the spellings of
bases and affixes;
(D) write with accurate spelling of
roots such as drink, speak,
read, or happy, inflections
such as those that change
tense or number, suffixes
such as –able or –less, and
prefixes such as re- or un-;
(D) spell frequently misspelled
words correctly such as their,
they’re, and there;
(E) use resources to find correct
spellings;
(F) spell accurately in final drafts;
(G) understand the influence of
other languages and cultures
on the spelling of English
words.
b 17 Writing/grammar/usage
(A) use regular and irregular
plurals correctly;
(A) write in complete sentences,
varying the types such as
compound and complex
sentences, and use
appropriately punctuated
independent and dependent
clauses;
Grade
6
7
8
√
Advanced Placement Program**
Goals and Expectations
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
√
√
√
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
√
√
√
√
√
√
√
√
√
√
√
√
√
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Gain awareness of how writing style has changed
dramatically through history, and its existence in many
national and local varieties.
√
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Compose essays with a variety of sentence
structures, including appropriate use of subordination
and coordination.
Incorporate subordinate and coordinate constructions
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
33
Texas Essential Knowledge
and Skills
(B) write in complete sentences,
varying the types such as
compound and complex, and
use of appropriately
punctuated dependent
clauses;
(C) use conjunctions to connect
ideas meaningfully;
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
in a variety of sentence structures.
Reflect on the link between grammar and style.
√
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Compose essays with a variety of sentence
structures, including appropriate use of subordination
and coordination.
√
√
√
Incorporate subordinate and coordinate constructions
in a variety of sentence structures.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Compose essays with a variety of sentence
structures, including appropriate use of subordination
and coordination.
(D) use adjectives (comparative
and superlative forms) and
adverbs appropriately to
make writing vivid or precise;
√
√
√
Incorporate subordinate and coordinate constructions
in a variety of sentence structures.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Compose essays with a variety of sentence
structures, including appropriate use of subordination
and coordination.
Develop a wide-ranging vocabulary used with
denotative accuracy and connotative resourcefulness.
(E) use prepositional phrases to
elaborate written ideas;
√
√
√
Incorporate subordinate and coordinate constructions
in a variety of sentence structures.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Compose essays with a variety of sentence
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
34
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
structures, including appropriate use of subordination
and coordination.
(F) employ standard English
usage in writing for
audiences, including subjectverb agreement, pronoun
referents, and parts of
speech;
√
(G) use verb tenses
appropriately and
consistently such as present,
past, future, perfect, and
progressive;
(H) write with increasing
accuracy when using
apostrophes in contractions
such as doesn’t and
possessives such as Maria’s;
(I) write with increasing accuracy
when using pronoun case
such as “He and they joined
him.”
√
b 18 Writing/writing process
(A) generate ideas and plans for
writing by using prewriting
strategies such as
brainstorming, graphic
organizers, notes, and logs;
√
√
Incorporate subordinate and coordinate constructions
in a variety of sentence structures.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
√
√
Demonstrate understanding and mastery of standard
written English as well as stylistic maturity.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
√
√
√
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
√
√
√
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
√
√
√
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Construct essays with logical organization, enhanced
by specific techniques to increase coherence, such as
repetition, transitions, and emphasis.
Apply effective writing strategies and techniques.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
35
Texas Essential Knowledge
and Skills
(B) develop drafts by
categorizing ideas, organizing
them into paragraphs, and
blending paragraphs within
larger units of text;
Grade
6
7
8
√
√
√
Advanced Placement Program**
Goals and Expectations
drafting, revising, editing, and reviewing.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public policies,
from imaginative literature to popular culture.
Read primary and secondary source material
carefully, and synthesize material from these texts in
student compositions.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Construct essays with logical organization, enhanced
by specific techniques to increase coherence, such as
repetition, transitions, and emphasis.
(C) revise selected drafts by
adding, elaborating, deleting,
combining, and rearranging
text;
√
√
√
Develop and organize ideas in clear, coherent, and
persuasive language.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Compose essays with a variety of sentence
structures, including appropriate use of subordination
and coordination.
Construct essays with logical organization, enhanced
by specific techniques to increase coherence, such as
repetition, transitions, and emphasis.
(D) revise drafts for coherence,
progression, and logical
√
√
√
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
36
Texas Essential Knowledge
and Skills
Grade
6
7
8
support of ideas;
Advanced Placement Program**
Goals and Expectations
purpose, and audience.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Compose essays with a variety of sentence
structures, including appropriate use of subordination
and coordination.
Construct essays with logical organization, enhanced
by specific techniques to increase coherence, such as
repetition, transitions, and emphasis.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
(E) edit drafts for specific
purposes such as to ensure
standard usage, varied
sentence structure, and
appropriate word choice;
√
√
√
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
Compose essays with a variety of sentence
structures, including appropriate use of subordination
and coordination.
Construct essays with logical organization, enhanced
by specific techniques of coherence, such as
repetition, transitions, and emphasis.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
(F) use available technology to
√
√
√
Develop a wide-ranging vocabulary used with
denotative accuracy and connotative resourcefulness.
Enhance ability to use grammatical conventions
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
37
Texas Essential Knowledge
and Skills
Grade
6
7
8
support aspects of creating,
revising, editing, and
publishing texts;
Advanced Placement Program**
Goals and Expectations
appropriately and develop stylistic maturity in writing.
Construct essays with logical organization, enhanced
by specific techniques of coherence, such as
repetition, transitions, and emphasis.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
(G) refine selected pieces
frequently to “publish” for
general and specific
audiences;
√
√
√
Develop and organize ideas in clear, coherent, and
persuasive language.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on content,
purpose, and audience.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Construct essays with logical organization, enhanced
by specific techniques of coherence, such as
repetition, transitions, and emphasis.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
(H) proofread his/her own writing
and that of others;
√
√
√
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of literary
works.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Reflect on the link between grammar and style.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in writing.
(I) select and use reference
materials and resources as
√
√
√
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Read primary and secondary source material
carefully, synthesize material from these texts in
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
38
Texas Essential Knowledge
and Skills
Grade
6
7
8
needed for writing, revising,
and editing final drafts.
Advanced Placement Program**
Goals and Expectations
student compositions, and cite source material using
conventions recommended by professional
organizations such as the Modern Language
Association, the American Psychological Association,
and the Council of Science Editors.
Demonstrate understanding of the conventions of
citing primary and secondary source material.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Evaluate and incorporate reference documents into
researched papers.
b 19 Writing/evaluation
(A) apply criteria to evaluate
writing;
√
√
√
(B) respond in constructive ways
to others’ writings;
√
√
√
(C) evaluate how well his/her
own writing achieves its
purposes;
√
√
√
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
(D) analyze published examples
as models for writing;
√
√
√
Write thoughtfully and reflectively about composition
process.
Identify and practice writers’ strategies.
Produce imitation exercises, journals, collaborative
writing, and in-class responses.
(E) review a collection of written
works to determine strengths
and weaknesses and to set
√
√
√
Apply effective writing strategies and techniques.
Identify and practice writers’ strategies.
Produce imitation exercises, journals, collaborative
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
39
Texas Essential Knowledge
and Skills
Grade
6
7
8
goals as a writer.
Advanced Placement Program**
Goals and Expectations
writing, and in-class responses.
Apply effective writing strategies and techniques.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
b 20 Writing/inquiry/research
(A) frame questions to direct
research;
(B) organize prior knowledge
about a topic in a variety of
ways such as by producing a
graphic organizer;
(C) take notes from relevant and
authoritative sources such as
guest speakers, periodicals,
and on-line searches;
√
√
√
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
√
√
√
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
√
√
√
Produce projects that call on evaluation of the
legitimacy and purpose of sources used.
Formulate varied, informed arguments.
Consider each source as a text that was itself written
for a particular audience and purpose.
Sort through disparate interpretations to analyze,
reflect upon, and write about a topic and through such
activity enter into conversations with other writers and
thinkers.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
(D) summarize and organize
ideas gained from multiple
sources in useful ways such
as outlines, conceptual maps,
learning logs, and timelines;
(E) present information in various
√
√
√
√
√
√
Evaluate and incorporate reference documents into
researched papers.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Establish connections among observations.
Move effectively through the stages of the writing
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
40
Texas Essential Knowledge
and Skills
forms using available
technology;
(F) evaluate his/her own
research and raise/frame
new questions for further
investigation;
Grade
6
√
7
√
8
√
Advanced Placement Program**
Goals and Expectations
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Produce projects that call on evaluation of the
legitimacy and purpose of sources used.
Formulate varied, informed arguments.
Consider each source as a text that was itself written
for a particular audience and purpose.
Sort through disparate interpretations to analyze,
reflect upon, and write about a topic and through such
activity enter into conversations with other writers and
thinkers.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Write thoughtfully and reflectively about composition
process.
(G) follow accepted formats for
writing research, including
documenting sources.
√
√
√
Evaluate and incorporate reference documents into
researched papers.
Read primary and secondary source material
carefully, synthesize material from these texts in
student compositions, and cite source material using
conventions recommended by professional
organizations such as the Modern Language
Association, the American Psychological Association,
and the Council of Science Editors.
Demonstrate understanding of the conventions of
citing primary and secondary source material.
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
b 21 Writing/connections
(A) collaborate with other writers
to compose, organize, and
revise various types of texts,
including letters, news,
√
√
√
Write essays that proceed through several stages or
drafts, with revision aided by teacher and peers.
Write in both formal and informal contexts to gain
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
41
Texas Essential Knowledge
and Skills
Grade
6
7
8
records, and forms;
Advanced Placement Program**
Goals and Expectations
authority and learn to take risks in writing.
Produce imitation exercises, journals, collaborative
writing, and in-class responses.
(B) correspond with peers or
others via e-mail or
conventional mail;
(C) identify challenges faced by
published authors and
strategies they use to
compose various types of
text.
b 22 Viewing/representing/
interpretation
(A) describe how illustrators’
choice of style, elements, and
media help to represent or
extend the text’s meanings;
√
√
√
√
√
√
√
√
Move effectively through the stages of the writing
process, with careful attention to inquiry and research,
drafting, revising, editing, and reviewing.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public policies,
from imaginative literature to popular culture.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Identify and practice writers’ strategies.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
Make careful observations of textual detail.
(B) interpret important events
and ideas gathered from
maps, charts, graphics, video
segments, or technology
presentations;
√
√
√
Establish connections among observations.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
42
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
Make careful observations of textual detail.
(C) use media to compare ideas
and points of view.
√
√
√
Establish connections among observations.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Establish connections among observations.
b 23 Viewing/representing/
analysis
(A) interpret and evaluate the
various ways visual image
makers such as illustrators,
documentary filmmakers, and
political cartoonists represent
meanings;
√
√
√
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
(B) compare and contrast print,
visual and electronic media
such as film with written
story;
√
√
√
Establish connections among observations.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
43
Texas Essential Knowledge
and Skills
Grade
6
7
8
Advanced Placement Program**
Goals and Expectations
Make careful observations of textual detail.
(C) evaluate the purposes and
effects of varying media such
as film, print, and technology
presentations;
√
√
√
Establish connections among observations.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
Make careful observations of textual detail.
(D) evaluate how different media
forms influence and inform.
√
√
√
Establish connections among observations.
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
Establish connections among observations.
b 24 Viewing/representing/
production
(A) select, organize, or produce
visuals to complement and
extend meanings;
√
√
√
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
(B) produce communications
using technology or
√
√
√
Use graphics and visual images in texts published in
print and electronic media and analyze how such
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
44
Texas Essential Knowledge
and Skills
Grade
6
7
8
appropriate media such as
developing a class
newspaper, multimedia
reports, or video reports;
(C) assess how language,
medium, and presentation
contribute to the message.
Advanced Placement Program**
Goals and Expectations
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
√
√
√
Use graphics and visual images in texts published in
print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate through the use of judgments about
a work’s artistry, and explore a work’s underlying
social and cultural values through analysis,
interpretation, and argument.
Establish connections among observations.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
45
High School
TEKS Objectives
and
AP* Goals and Expectations
Texas Essential Knowledge
and Skills
WRITING
(1) Writing/purposes. The
student writes in a variety of
forms, including business,
personal, literary, and
persuasive texts, for various
audiences and purposes. The
student is expected to:
(A) write in a variety of forms
using effective word choice,
structure, and sentence forms
with emphasis on organizing
logical arguments with clearly
related definitions, theses, and
evidence; write persuasively;
write to report and describe;
and write poems, plays, and
stories;
Eng
I
Eng
II
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Move beyond such programmatic
responses as the five-paragraph
essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’
strategies.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
46
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Vary writing experiences for literary
works depending upon the following
purposes: writing to understand,
writing to explain, and writing to
evaluate.
(A) write in a variety of forms
with an emphasis on
persuasive forms such as
logical argument and
expression of opinion, personal
forms such as response to
literature, reflective essay, and
autobiographical narrative, and
literary forms such as poems,
plays, and stories;
√
Write to understand through the use
of response and reaction papers,
annotation, freewriting, and reading
journals.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Move beyond such programmatic
responses as the five-paragraph
essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’
strategies.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Vary writing experiences for literary
works depending upon the following
purposes: writing to understand,
writing to explain, and writing to
evaluate.
Write to understand through the use
of response and reaction papers,
annotation, freewriting, and reading
journals.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
47
Texas Essential Knowledge
and Skills
(A) write in various forms with
particular emphasis on
business forms such as a
report, memo, narrative or
procedure, summary/abstract,
and résumé;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Move beyond such programmatic
responses as the five-paragraph
essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’
strategies.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Vary writing experiences for literary
works depending upon the following
purposes: writing to understand,
writing to explain, and writing to
evaluate.
(A) write in a variety of forms
with an emphasis on literary
forms such as fiction, poetry,
drama, and media scripts;
(B) write in a voice and style
appropriate to audience and
purpose; and
√
√
√
√
Write to understand through the use
of response and reaction papers,
annotation, freewriting, and reading
journals.
Write to evaluate through the use of
judgments about a work’s artistry,
and explore a work’s underlying
social and cultural values through
analysis, interpretation, and
argument.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
48
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
to public policies, from imaginative
literature to popular culture.
Identify and practice writers’
strategies.
Produce imitation exercises,
journals, collaborative writing, and
in-class responses.
Reflect on the link between
grammar and style.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
(B) draw upon the
distinguishing characteristics of
written forms such as essays,
scientific reports, speeches,
and memoranda to write
effectively in each form;
√
Develop an effective use of rhetoric,
including controlling tone,
establishing and maintaining voice,
and achieving appropriate
emphasis through diction and
sentence structure.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Move beyond such programmatic
responses as the five-paragraph
essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’
strategies.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
49
Texas Essential Knowledge
and Skills
(C) organize ideas in writing to
ensure coherence, logical
progression, and support for
ideas.
Eng
I
Eng
II
√
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Write to understand through the use
of response and reaction papers,
annotation, freewriting, and reading
journals.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
√
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Apply effective writing strategies
and techniques.
(C) write in a voice and style
appropriate to audience and
purpose;
√
Develop and organize ideas in
clear, coherent, and persuasive
language.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Move beyond such programmatic
responses as the five-paragraph
essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’
strategies.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
50
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Develop an effective use of rhetoric,
including controlling tone,
establishing and maintaining voice,
and achieving appropriate
emphasis through diction and
sentence structure.
Write for a variety of purposes.
Vary writing experiences for literary
works depending upon the following
purposes: writing to understand,
writing to explain, and writing to
evaluate.
Develop an effective use of rhetoric,
including controlling tone,
maintaining a consistent voice, and
achieving emphasis through
parallelism and antithesis.
Write to understand through the use
of response and reaction papers,
annotation, freewriting, and reading
journals.
Write to explain through the use of
analysis/interpretation and brief
focused analyses on aspects of
language and structure.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
51
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Write to evaluate through the use of
judgments about a work’s artistry,
and explore a work’s underlying
social and cultural values through
analysis, interpretation, and
argument.
Write to explore, discovering ideas
through the process of writing about
text.
(D) employ literary devices to
enhance style and voice;
√
Write effectively under time
constraints.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Identify and practice writers’
strategies.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
Produce imitation exercises,
journals, collaborative writing, and
in-class responses.
(E) employ precise language to
communicate ideas clearly and
concisely; and
√
Apply effective writing strategies
and techniques.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Identify and practice writers’
strategies.
Reflect on the link between
grammar and style.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
52
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
(F) organize ideas in writing to
ensure coherence, logical
progression, and support for
ideas.
√
Develop an effective use of rhetoric,
including controlling tone,
establishing and maintaining voice,
and achieving appropriate
emphasis through diction and
sentence structure.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Apply effective writing strategies
and techniques.
Develop and organize ideas in
clear, coherent, and persuasive
language.
(2) Writing/writing processes.
The student uses recursive
writing processes when
appropriate. The student is
expected to:
(A) use prewriting strategies to
generate ideas, develop voice,
and plan;
√
√
√
√
Move beyond such programmatic
responses as the five-paragraph
essay and place emphasis on
content, purpose, and audience.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Create essays that balance
generalization and specific
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
53
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
illustrative detail.
Develop an effective use of rhetoric,
including controlling tone,
establishing and maintaining voice,
and achieving appropriate
emphasis through diction and
sentence structure.
(B) develop drafts both alone
and collaboratively, by
organizing and reorganizing
content and by refining style to
suit occasion, audience, and
purpose;
√
√
√
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Write for a variety of purposes.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
54
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
(B) develop drafts both
independently and
collaboratively by organizing
content such as paragraphing
and outlining and by refining
style to suit occasion, audience,
and purpose;
√
Incorporate subordinate and
coordinate constructions in a variety
of sentence structures.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Write for a variety of purposes.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
55
Texas Essential Knowledge
and Skills
(C) proofread writing for
appropriateness of
organization, content, style, and
conventions;
Eng
I
Eng
II
√
√
Eng
III
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
language.
Incorporate subordinate and
coordinate constructions in a variety
of sentence structures.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Write for a variety of purposes.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
Incorporate subordinate and
coordinate constructions in a variety
of sentence structures.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
56
Texas Essential Knowledge
and Skills
(C) use vocabulary,
organization, and rhetorical
devices appropriate to audience
and purpose;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Write for a variety of purposes.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
(D) refine selected pieces
frequently to publish for general
and specific audiences; and
√
√
√
Incorporate subordinate and
coordinate constructions in a variety
of sentence structures.
Move beyond such programmatic
responses as the five-paragraph
essay and place emphasis on
content, purpose, and audience.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
57
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
(D) use varied sentence
structure to express meanings
and achieve desired effect;
(E) use technology for aspects
of creating, revising, editing,
and publishing texts.
√
√
√
√
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
58
Texas Essential Knowledge
and Skills
(E) revise drafts by rethinking
content organization and style
to better accomplish the task;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Create essays that balance
generalization and specific
illustrative detail.
Develop an effective use of rhetoric,
including controlling tone,
establishing and maintaining voice,
and achieving appropriate
emphasis through diction and
sentence structure.
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
Develop an effective use of rhetoric,
including controlling tone,
maintaining a consistent voice, and
achieving emphasis through
parallelism and antithesis.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
59
Texas Essential Knowledge
and Skills
(F) use effective sequences
and transitions to achieve
coherence and meaning;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Create essays that balance
generalization and specific
illustrative detail.
Develop an effective use of rhetoric,
including controlling tone,
establishing and maintaining voice,
and achieving appropriate
emphasis through diction and
sentence structure.
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
Develop an effective use of rhetoric,
including controlling tone,
maintaining a consistent voice, and
achieving emphasis through
parallelism and antithesis.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
60
Texas Essential Knowledge
and Skills
(G) use technology for aspects
of creating, revising, editing,
and publishing texts; and
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
(H) refine selected pieces to
publish for general and specific
audiences.
√
Develop an effective use of rhetoric,
including controlling tone,
maintaining a consistent voice, and
achieving emphasis through
parallelism and antithesis.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Develop and organize ideas in
clear, coherent, and persuasive
language.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
61
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Develop an effective use of rhetoric,
including controlling tone,
maintaining a consistent voice, and
achieving emphasis through
parallelism and antithesis.
(3) Writing/grammar/usage/
conventions/spelling. The
student relies increasingly on
the conventions and
mechanics of written English,
including the rules of usage
and grammar, to write clearly
and effectively. The student
is expected to:
(A) produce legible work that
shows accurate spelling and
correct uses of the conventions
of punctuation and
capitalization such as italics
and ellipses;
(B) demonstrate control over
grammatical elements such as
subject-verb agreement,
pronoun-antecedent
agreement, verb forms, and
parallelism;
√
√
√
√
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Apply effective writing strategies
and techniques.
√
√
√
√
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Compose essays with a variety of
sentence structures, including
appropriate use of subordination
and coordination.
Apply effective writing strategies
and techniques.
(C) compose increasingly more
involved sentences that contain
gerunds, participles, and
infinitives in their various
functions;
√
√
√
√
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Compose essays with a variety of
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
62
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
sentence structures, including
appropriate use of subordination
and coordination.
Develop an effective use of rhetoric,
including controlling tone,
establishing and maintaining voice,
and achieving appropriate
emphasis through diction and
sentence structure.
Apply effective writing strategies
and techniques.
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
(D) produce error-free writing in
the final draft; and
√
√
√
√
Incorporate subordinate and
coordinate constructions in a variety
of sentence structures.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Apply effective writing strategies
and techniques.
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
(E) use a manual of style such
as Modern Language
Association (MLA), American
Psychological Association
(APA), and The Chicago
Manual of Style (CMS).
√
√
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Cite source material using
conventions recommended by
professional organizations such as
the Modern Language Association,
the American Psychological
Association, and the Council of
Science Editors.
Apply effective writing strategies
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
63
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
and techniques.
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
Demonstrate understanding of the
conventions of citing primary and
secondary source material.
(4) Writing/inquiry/research.
The student uses writing as a
tool for learning. The student
is expected to:
(A) use writing to formulate
questions, refine topics, and
clarify ideas;
√
√
√
√
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
(B) use writing to discover,
organize, and support what is
known and what needs to be
learned about a topic;
√
√
√
Apply effective writing strategies
and techniques.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Produce projects that call on
evaluation of the legitimacy and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
64
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
(B) use writing to discover,
record, review, and learn;
(C) compile information from
primary and secondary sources
in systematic ways using
available technology;
√
√
√
√
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
65
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
(C) use writing to organize and
support what is known and
what needs to be learned about
a topic;
(D) represent information in a
variety of ways such as
graphics, conceptual maps, and
learning logs;
(D) compile information from
primary and secondary sources
using available technology;
Eng
IV
√
√
√
Advanced Placement Program**
Goals and Expectations
Demonstrate understanding of the
conventions of citing primary and
secondary source material.
Evaluate and incorporate reference
documents into researched papers.
Construct essays with logical
organization, enhanced by specific
techniques to increase coherence,
such as repetition, transitions, and
emphasis.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
Apply effective writing strategies
and techniques.
√
Analyze images as text.
√
Evaluate and incorporate reference
documents into researched papers.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Apply effective writing strategies
and techniques.
Demonstrate understanding of the
conventions of citing primary and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
66
Texas Essential Knowledge
and Skills
(E) use writing as a study tool
to clarify and remember
information;
(E) organize notes from multiple
sources in useful and informing
ways such as graphics,
conceptual maps, and learning
logs;
Eng
I
Eng
II
√
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
secondary source material.
Evaluate and incorporate reference
documents into researched papers.
Apply effective writing strategies
and techniques.
√
√
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
(F) compile written ideas and
representations into reports,
summaries, or other formats
and draw conclusions; and
√
√
√
Apply effective writing strategies
and techniques.
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
67
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Evaluate and incorporate reference
documents into researched papers.
(F) link related information and
ideas from a variety of sources;
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
(G) analyze strategies that
writers in different fields use to
√
√
√
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Identify and practice writers’
strategies.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
68
Texas Essential Knowledge
and Skills
compose;
(G) compile written ideas and
representations into reports,
summaries, or other formats
and draw conclusions; and
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Write in several forms—narrative,
exploratory, expository,
argumentative—on many different
subjects from personal experiences
to public policies, from imaginative
literature to popular culture.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
(H) use writing as a tool for
reflection, exploration, learning,
problem solving, and personal
growth.
√
Evaluate and incorporate reference
documents into researched papers.
Write essays that proceed through
several stages or drafts, with
revision aided by teacher and
peers.
Write thoughtfully and reflectively
about composition process.
(5) Writing/evaluation. The
student evaluates his/her
own writing and the writings
of others. The student is
expected to:
(A) evaluate writing for both
mechanics and content; and
√
√
√
Reflect on the link between
grammar and style.
Enhance ability to use grammatical
conventions appropriately and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
69
Texas Essential Knowledge
and Skills
(B) respond productively to
peer review of his/her own
work.
(5) Writing/analysis. The
student communicates with
writers inside and outside the
classroom, including writers
who represent diverse
cultures and fields. The
student is expected to:
(A) analyze strategies that
writers in different fields use to
compose;
Eng
I
Eng
II
√
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
develop stylistic maturity in writing.
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
Write thoughtfully and reflectively
about composition process.
√
√
Apply effective writing strategies
and techniques.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(B) correspond with other
writers electronically and in
conventional ways;
(C) collaborate with other
writers; and
(D) recognize how writers
represent and reveal their
cultures and traditions in texts.
√
√
√
Reflect on the social and historical
values a work reflects and
embodies.
Write in both formal and informal
contexts to gain authority and learn
to take risks in writing.
Write for a variety of purposes.
Produce imitation exercises,
journals, collaborative writing, and
in-class responses.
Write thoughtfully and reflectively
about composition process.
Reflect on the social and historical
values a work reflects and
embodies.
Write to evaluate through the use of
judgments about a work’s artistry,
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
70
Texas Essential Knowledge
and Skills
(6) Writing/evaluation. The
student evaluates his/her
own writing and the writings
of others. The student is
expected to:
(A) evaluate how well writing
achieves its purposes and
engage in conversations with
peers and the teacher about
aspects of his/her own writing
and the writings or others;
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
and explore a work’s underlying
social and cultural values through
analysis, interpretation, and
argument.
Reflect on the link between
grammar and style.
√
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
(B) analyze and discuss
published pieces as writing
models and apply criteria
developed by self and others to
evaluate writing; and
√
Establish connections among
observations.
Apply effective writing strategies
and techniques.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Reflect on the social and historical
values a work reflects and
embodies.
(C) accumulate and review
Write to evaluate through the use of
judgments about a work’s artistry,
and explore a work’s underlying
social and cultural values through
analysis, interpretation, and
argument.
Reflect on the link between
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
71
Texas Essential Knowledge
and Skills
his/her own written work to
determine its strengths and
weaknesses and to set his/her
own goals as a writer.
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
grammar and style.
Enhance ability to use grammatical
conventions appropriately and
develop stylistic maturity in writing.
Demonstrate understanding and
mastery of standard written English
as well as stylistic maturity.
Move effectively through the stages
of the writing process, with careful
attention to inquiry and research,
drafting, revising, editing, and
reviewing.
Write thoughtfully and reflectively
about composition process.
READING
(6) Reading/word
identification/vocabulary
development. The student
uses a variety of strategies to
read unfamiliar words and to
build vocabulary.[Eng.2&3The student acquires an
extensive vocabulary through
reading and systematic word
study.] The student is
expected to:
(A) expand vocabulary through
wide reading, listening, and
discussion;
(B) rely on context to determine
meanings of words and phrases
such as figurative language,
idioms, multiple meaning
words, and technical
vocabulary;
(B) rely on context to determine
meanings of words and phrases
such as figurative language,
connotation and denotation of
words, analogies, idioms, and
√
√
√
√
√
√
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
72
Texas Essential Knowledge
and Skills
technical vocabulary;
(C) apply meanings of prefixes,
roots, and suffixes in order to
comprehend;
(D) research word origins,
including Anglo-Saxon, Latin,
and Greek words;
(D) research word origins as an
aid to understanding meanings,
derivations, and spellings as
well as influences on the
English language;
(E) use reference material such
as glossary, dictionary,
thesaurus, and available
technology to determine precise
meanings and usage; and
(F) identify the relation of word
meanings in analogies,
homonyms,
synonyms/antonyms, and
connotation/denotation.
(F) discriminate between
connotative and denotative
meanings and interpret the
connotative power of words;
and
(G) read and understand
analogies.
(7) Reading/comprehension.
The student comprehends
selections using a variety of
strategies. The student is
expected to:
(A) establish a purpose for
Eng
I
Eng
II
Eng
III
√
√
√
√
√
√
√
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively.
Develop a wide-ranging vocabulary
used appropriately and effectively.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
√
√
√
√
√
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Examine a variety of writers to
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
73
Texas Essential Knowledge
and Skills
reading such as to discover,
interpret, and enjoy;
(A) establish and adjust
purpose for reading such as to
find out, to understand, to
interpret, to enjoy, and to solve
problems;
(B) draw upon his/her own
background to provide
connection with texts;
Eng
I
√
Eng
II
√
Eng
III
√
√
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
examine the wealth of approaches
to subject and audience that such
writers display.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Make careful observations of textual
detail.
Establish connections among
observations.
(C) monitor his/her own reading
strategies and modify them
when understanding breaks
down such as rereading, using
resources, and questioning;
(D) construct images such as
graphic organizers based on
text descriptions and text
structures;
(E) analyze text structures such
as compare and contrast,
cause and effect, and
chronological ordering for how
they influence understanding;
√
√
√
√
√
√
√
√
√
Use graphics and visual images in
texts published in print and
electronic media and analyze how
such images both relate to written
texts and serve as alternative forms
of texts themselves.
Analyze images as text.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
74
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
Establish connections among
observations.
(F) identify main ideas and their
supporting details;
(F) produce summaries of texts
by identifying main ideas and
their supporting details;
√
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Make careful observations of textual
detail.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Make careful observations of textual
detail.
Establish connections among
observations.
(G) summarize texts;
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Make careful observations of textual
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
75
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
detail.
Establish connections among
observations.
(G) draw inferences such as
conclusions, generalizations,
and predictions and support
them with text evidence and
experience;
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
Establish connections among
observations.
(H) draw inferences such as
conclusions, generalizations,
and predictions and support
them from text;
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
√
Make careful observations of textual
detail.
Establish connections among
observations.
(H) use study strategies such
as skimming and scanning,
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read closely from the following
perspectives:
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
76
Texas Essential Knowledge
and Skills
note taking, outlining, and using
study-guide questions to better
understand texts; and
(I) use study strategies such as
skimming and scanning, note
taking, outlining, and using
study-guide questions to better
understand texts; and
Eng
I
Eng
III
√
√
√
(I) read silently with
comprehension for a sustained
period of time;
(J) read silently with
comprehension for a sustained
period of time.
Eng
II
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
77
Texas Essential Knowledge
and Skills
(7) Reading/word
identification/vocabulary
development. The student
acquires an extensive
vocabulary through reading
and systematic word study.
The student is expected to:
(A) expand vocabulary through
wide reading, listening, and
discussing;
(B) rely on context to determine
meanings of words and phrases
such as figurative language,
idioms, multiple meaning
words, and technical
vocabulary;
(C) apply meanings of prefixes,
roots, and suffixes in order to
comprehend;
(D) research word origins as an
aid to understanding meanings,
derivations, and spellings as
well as influences on English
language;
(E) use reference material such
as glossary, dictionary,
thesaurus, and available
technology to determine precise
meanings and usage;
(F) discriminate between
denotative and connotative
meanings and interpret the
connotative power of words;
and
(G) read and understand
analogies.
Eng
I
Eng
II
Eng
III
Eng
IV
√
√
√
√
√
√
Advanced Placement Program**
Goals and Expectations
meaning is embodied in literary
form.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
Develop a wide-ranging vocabulary
used appropriately and effectively,
with denotative and connotative
resourcefulness.
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
78
Texas Essential Knowledge
and Skills
(8) Reading/variety of texts.
The student reads
extensively and intensively
for different purposes in
varied sources, including
world [Eng.3-American]
literature. The student is
expected to:
(A) read to be entertained, to
appreciate a writer’s craft, to be
informed, to take action, and to
discover models to use in
his/her own writing;
Eng
I
Eng
II
Eng
III
√
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Study, intensively, representative
works from various genres and
periods, concentrating on works of
recognized literary merit.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
79
Texas Essential Knowledge
and Skills
(B) read in such varied sources
as diaries, journals, textbooks,
maps, newspapers, letters,
speeches, memoranda,
electronic texts, and other
media;
Eng
I
Eng
II
√
√
Eng
III
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Study, intensively, representative
works from various genres and
periods, concentrating on works of
recognized literary merit.
Read closely from the following
perspectives:
• Experience of literature – the
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
80
Texas Essential Knowledge
and Skills
(C) read world literature,
including classic and
contemporary works; and
Eng
I
Eng
II
√
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Study, intensively, representative
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
81
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
works from various genres and
periods, concentrating on works of
recognized literary merit.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
(C) read American and other
world literature, including
classic and contemporary
works; and
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
82
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Study, intensively, representative
works from various genres and
periods, concentrating on works of
recognized literary merit.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Create essays that balance
generalization with specific
illustrative detail.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
83
Texas Essential Knowledge
and Skills
(D) interpret the possible
influences of the historical
context on a literary work.
Eng
I
Eng
II
Eng
III
√
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
form.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Study, intensively, representative
works from various genres and
periods, concentrating on works of
recognized literary merit.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
84
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
their social and cultural values.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(8) Reading/comprehension.
The student comprehends
selections using a variety of
strategies. The student is
expected to:
(A) establish and adjust
purpose for reading such as to
find out, to understand, to
interpret, to enjoy, and to solve
problems;
(B) draw upon his/her own
background to provide
connection to texts;
√
√
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Make careful observations of textual
detail.
(C) monitor his/her own reading
strategies and modify when
necessary;
√
Establish connections among
observations.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
85
Texas Essential Knowledge
and Skills
(D) construct images such as
graphic organizers based on
text descriptions and text
structures;
(E) analyze text structures such
as compare/contrast,
cause/effect, and chronological
order for how they influence
understanding;
Eng
I
Eng
II
Eng
III
Eng
IV
√
√
Advanced Placement Program**
Goals and Expectations
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
Use graphics and visual images in
texts published in print and
electronic media and analyze how
such images both relate to written
texts and serve as alternative forms
of texts themselves.
Analyze images as text.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Make careful observations of textual
detail.
Establish connections among
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
86
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
(F) produce summaries of texts
by identifying main idea and
supporting detail;
√
(G) draw inferences and
support them with textual
evidence and experience;
√
Advanced Placement Program**
Goals and Expectations
observations.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
87
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
(H) use study strategies such
as note taking, outlining, and
using study-guide questions to
better understand texts; and
(I) read silently with
comprehension for a sustained
period of time.
(9) Reading/culture. The
student reads widely,
including world
literature[Eng.3-American], to
increase knowledge of
his/her own culture, the
culture of others, and the
common elements across
cultures. The student is
expected to:
(A) recognize distinctive and
shared characteristics of
cultures through reading; and
√
√
√
√
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
88
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
interpretive skills in reading.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
(B) compare text events with
his/her own and other readers’
experiences.
√
√
Reflect on the social and historical
values a work reflects and
embodies.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
√
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Reflect on the social and historical
values a work reflects and
embodies.
Establish connections among
observations.
(9) Reading/variety of texts.
The student reads
extensively and intensively
for different purposes in
varied sources including
British literature, in
increasingly demanding
texts. The student is
expected to:
(A) read to be entertained, to
appreciate a writer’s craft, to be
informed, to take action, and to
√
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
89
Texas Essential Knowledge
and Skills
discover models to use in
his/her own writing;
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
(B) read in varied sources such
as diaries, journals, textbooks,
maps, newspapers, letters,
speeches, memoranda,
electronic texts, and other
media;
√
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
(C) read British and other
literature, including classic and
contemporary works; and
√
Study, intensively, representative
works from various genres and
periods, concentrating on works of
recognized literary merit.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
90
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
(D) interpret the possible
influences of the historical
context on a literary work.
√
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
91
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
(10) Reading/literary
response. The student
expresses and supports
responses to various types of
texts. The student is
expected to:
(A) respond to informational
and aesthetic elements in texts
such as discussions, journals,
oral interpretations, and
dramatizations;
√
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
92
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Make careful observations of textual
detail.
Establish connections among
observations.
(A) respond to informational
and aesthetic elements in texts
such as discussions, journals,
oral interpretations, and
enactments;
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
93
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Make careful observations of textual
detail.
Establish connections among
observations.
(A) respond to informational
and aesthetic elements in texts
such as discussions, journals,
oral interpretations,
enactments, and graphic
displays;
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Make careful observations of textual
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
94
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
detail.
Establish connections among
observations.
(B) use elements of text to
defend his/her own responses
and interpretations; and
(B) use elements of text to
defend, clarify, and negotiate
responses and interpretations;
and
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
√
√
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
95
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Make careful observations of textual
detail.
Establish connections among
observations.
(C) compare reviews of
literature, film, and performance
with his/her own responses;
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Study, intensively, representative
works from various genres and
periods, concentrating on works of
recognized literary merit.
Make careful observations of textual
detail.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
96
Texas Essential Knowledge
and Skills
(C) analyze written reviews of
literature, film, and performance
to compare with his/her own
responses.
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Study, intensively, representative
works from various genres and
periods, concentrating on works of
recognized literary merit.
Make careful observations of textual
detail.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
(10) Reading/culture. The
student reads widely,
including British literature to
increase knowledge of
his/her own culture, the
culture of others, and the
common elements across
culture. The student is
expected to:
(A) recognize distinctive and
shared characteristics of
cultures through reading;
√
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
97
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
(B) compare text events with
his/her own and other readers’
experiences; and
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
98
Texas Essential Knowledge
and Skills
(C) recognize and discuss
themes and connections that
cross cultures.
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(11) Reading/literary
concepts. The student
analyzes literary elements for
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
99
Texas Essential Knowledge
and Skills
their contributions to
meaning in literary texts. The
student is expected to:
(A) recognize the theme
(general observation about life
or human nature) within a text;
Eng
I
Eng
II
√
(A) compare and contrast
varying aspects of texts such as
themes, conflicts, and allusions
both within and across texts;
(C) analyze characters and
identify time and point of view;
√
√
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Underscore the commonalities and
distinctive elements of evocative
literary language.
√
(A) compare and contrast
varying aspects of texts such as
themes, conflicts, and allusions;
(B) analyze relevance of setting
and time frame to text’s
meaning;
Eng
III
√
Make careful observations of textual
detail.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Make careful observations of textual
detail.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Make careful observations of textual
detail.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
100
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(C) describe and analyze the
development of plot and identify
conflicts and how they are
addressed and resolved;
√
√
Make careful observations of textual
detail.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
101
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(D) identify basic conflicts;
Make careful observations of textual
detail.
Underscore the commonalities and
distinctive elements of evocative
literary language.
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(D) analyze the melodies of
literary language, including its
use of evocative words and
rhythms;
√
√
Make careful observations of textual
detail.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Underscore the commonalities and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
102
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(E) analyze the development of
plot in narrative text;
Make careful observations of textual
detail.
Underscore the commonalities and
distinctive elements of evocative
literary language.
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(E) connect literature to
historical contexts, current
events, and his/her own
experiences;
√
√
Make careful observations of textual
detail.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Gain awareness of how writing style
has changed dramatically through
history, and its existence in many
national and local varieties.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Reflect on the social and historical
values a work reflects and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
103
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
embodies.
Establish connections among
observations.
(F) recognize and interpret
important symbols;
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Underscore the commonalities and
distinctive elements of evocative
literary language.
√
Write to evaluate through the use of
judgments about a work’s artistry,
and explore a work’s underlying
social and cultural values through
analysis, interpretation, and
argument.
(F) understand literary forms
and terms such as author,
drama, biography,
autobiography, myth, tall tale,
dialogue, tragedy and comedy,
structure in poetry, epic, ballad,
protagonist, antagonist,
paradox, analogy, dialect, and
comic relief as appropriate to
the selections being read.
√
√
Make careful observations of textual
detail.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
104
Texas Essential Knowledge
and Skills
(G) recognize and interpret
poetic elements such as
metaphor, simile,
personification, and the effect of
sound on meaning; and
(H) understand literary forms
and terms such as author,
drama, biography,
autobiography, myth, tall tale,
dialogue, tragedy and comedy,
structure in poetry, epic, ballad,
protagonist, antagonist,
paradox, analogy, dialect, and
comic relief as appropriate to
the selections being read.
Eng
I
Eng
II
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
detail.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Write to evaluate through the use of
judgments about a work’s artistry,
and explore a work’s underlying
social and cultural values through
analysis, interpretation, and
argument.
√
Make careful observations of textual
detail.
Develop awareness of literary
tradition and the complex ways in
which imaginative literature builds
upon the ideas, works, and authors
of earlier times.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
(11) Reading/literary
response. The student
expresses and supports
responses to various types of
texts. The student is
expected to:
(A) respond to informational
Read to become aware of how
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
105
Texas Essential Knowledge
and Skills
and aesthetic elements in texts
such as discussions, journal
entries, oral interpretations,
enactments, and graphic
displays;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Make careful observations of textual
detail.
Establish connections among
observations.
(B) use elements of text to
defend, clarify, and negotiate
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read to become aware of how
stylistic effects are achieved by
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
106
Texas Essential Knowledge
and Skills
responses and interpretations;
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Accompany reading with thoughtful
discussion and writing about works
in the company of one’s fellow
students.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Make careful observations of textual
detail.
Establish connections among
observations.
(C) analyze written reviews of
literature, film and performance
to compare with his/her own
responses; and
√
Draw from connections a series of
inferences leading to an interpretive
conclusion.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
107
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
(D) evaluate text through critical
analysis.
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Establish connections among
observations.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
Establish connections among
observations.
Draw from connections a series of
inferences leading to an interpretive
conclusion.
(12) Reading/analysis/
evaluation. The student reads
critically to evaluate texts
[Eng. 2&3-and the authority
of sources]. The student is
expected to:
(A) analyze characteristics of
text, including its structure,
word choices, and intended
audience;
√
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
108
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
rhetorical strategies and
techniques.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
(A) analyze the characteristics
of clearly written texts, including
the patterns of organization,
syntax, and word choice;
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Make careful observations of textual
detail.
(B) evaluate the credibility of
information sources and
determine the writer’s motives;
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
109
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Make careful observations of textual
detail.
(B) evaluate the credibility of
information sources, including
how the writer’s motivation may
affect that credibility; and
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Make careful observations of textual
detail.
(C) analyze text to evaluate the
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
110
Texas Essential Knowledge
and Skills
logical argument and to
determine the mode of
reasoning used such as
induction and deduction; and
Eng
I
√
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Make careful observations of textual
detail.
(C) recognize logical,
deceptive, and/or faulty modes
of persuasion in texts.
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Make careful observations of textual
detail.
Draw from connections a series of
inferences leading to an interpretive
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
111
Texas Essential Knowledge
and Skills
(D) analyze texts such as
editorials, documentaries, and
advertisements for bias and use
of common persuasive
techniques.
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Make careful observations of textual
detail.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
(12) Reading/literary
concepts. The student
analyzes literary elements for
their contributions to
meaning in literary texts. The
student is expected to:
(A) compare and contrast
elements of texts such as
themes, conflicts, and allusions
both within and across texts;
√
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
112
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
(B) propose and provide
examples of themes that cross
texts;
√
Make careful observations of textual
detail.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
113
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
(C) analyze relevance of setting
and time frame to text’s
meaning;
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
114
Texas Essential Knowledge
and Skills
(D) describe the development
of plot and identify conflicts and
how they are addressed and
resolved;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
meaning is embodied in literary
form.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
(E) analyze the melodies of
literary language, including its
use of evocative words and
rhythms;
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
115
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
(F) connect literature to
historical contexts, current
events and his/her own
experiences;
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
116
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
(G) understand literary forms
and terms such as author,
drama, biography,
autobiography, myth, tall tale,
dialogue, tragedy and comedy,
structure in poetry, epic, ballad,
protagonist, antagonist,
paradox, analogy, dialect, and
comic relief as appropriate to
the selections being read.
√
Read deliberately and thoroughly,
taking time to understand a work’s
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read closely from the following
perspectives:
• Experience of literature – the
subjective dimension of reading
and responding to literary
works, including pre-critical
impressions and emotional
responses.
• Interpretation of literature –
analysis of literary works
through close reading to arrive
at an understanding of their
multiple meanings.
• Evaluation of literature – an
assessment of the quality and
artistic achievement of literary
works and a consideration of
their social and cultural values.
Increase ability to explain clearly,
cogently, even elegantly,
understanding and interpretation of
literary works.
Underscore the commonalities and
distinctive elements of evocative
literary language.
Read deliberately and thoroughly,
taking time to understand a work’s
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
117
Texas Essential Knowledge
and Skills
(13) Reading/inquiry/
research. The student reads
in order to research selfselected and assigned topics.
The student is expected to:
(A) generate relevant,
interesting, and researchable
questions;
Eng
I
Eng
II
Eng
III
√
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
complexity, to absorb its richness of
meaning, and to analyze how that
meaning is embodied in literary
form.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Make careful observations of textual
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
118
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
detail.
Establish connections among
observations.
(B) locate appropriate print and
non-print information using
texts and technical resources,
periodicals and book indices,
including databases and the
Internet;
√
(B) locate appropriate print and
non-print information using text
and technical resources,
including databases and the
Internet;
(C) organize and convert
information into different forms
such as charts, graphs, and
drawings;
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
√
√
√
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Use graphics and visual images in
texts published in print and
electronic media and analyze how
such images both relate to written
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
119
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
texts and serve as alternative forms
of texts themselves.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Analyze images as text.
Make careful observations of textual
detail.
Establish connections among
observations.
(C) use text organizers such as
overviews, headings, and
graphic features to locate and
categorize information;
√
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Use graphics and visual images in
texts published in print and
electronic media and analyze how
such images both relate to written
texts and serve as alternative forms
of texts themselves.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
120
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
(D) adapt researched material
for presentation to different
audiences and for different
purposes and cite sources
completely; and
√
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Use graphics and visual images in
texts published in print and
electronic media and analyze how
such images both relate to written
texts and serve as alternative forms
of texts themselves.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
121
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
(D) produce reports and
research projects in varying
forms for audiences; and
√
Eng
III
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Demonstrate understanding of the
conventions of citing primary and
secondary source material.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
(E) draw conclusions from
information gathered.
√
√
√
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Conduct informed research and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
122
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Make careful observations of textual
detail.
Establish connections among
observations.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
(13) Reading/analysis/
evaluation. The student reads
critically to evaluate texts
and the authority of sources.
The student is expected to:
(A) analyze the characteristics
of clear text such as
conciseness, correctness, and
completeness;
√
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Make careful observations of textual
detail.
Establish connections among
observations.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
123
Texas Essential Knowledge
and Skills
(B) evaluate the credibility of
information sources, including
how the writer’s motivation may
affect that credibility;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Make careful observations of textual
detail.
Establish connections among
observations.
(C) recognize logical,
deceptive, and/or faulty modes
of persuasion in text;
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Examine a variety of writers to
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
124
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
examine the wealth of approaches
to subject and audience that such
writers display.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Make careful observations of textual
detail.
Establish connections among
observations.
(D) apply modes of reasoning
such as induction and
deduction to think critically;
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Make careful observations of textual
detail.
Establish connections among
observations.
(E) describe how a writer’s
motivation, stance, or position
may affect text credibility,
structure, and tone; and
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
125
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Make careful observations of textual
detail.
Establish connections among
observations.
(F) analyze aspects of texts
such as patterns of organization
and choice of language for their
effect on audiences.
√
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Read complex texts with
understanding and write prose of
sufficient richness and complexity to
communicate effectively with
mature readers.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Become acquainted with a wide
variety of prose styles from many
disciplines and historical periods
and gain understanding of the
connections between writing and
interpretive skills in reading.
Read to become aware of how
stylistic effects are achieved by
writers’ linguistic choices.
Analyze and interpret samples of
good writing, identifying and
explaining an author’s use of
rhetorical strategies and
techniques.
Apply effective writing strategies
and techniques.
(14) Reading/inquiry/
research. The student uses
reading and research skills to
develop self-selected topics.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
126
Texas Essential Knowledge
and Skills
The student is expected to:
(A) generate relevant,
interesting, and researchable
questions;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Make careful observations of textual
detail.
Establish connections among
observations.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
127
Texas Essential Knowledge
and Skills
(B) locate appropriate print and
non-print information using text
and technical resources,
including databases and the
Internet;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
meaning and value.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
(C) use text organizers such as
overviews, headings, and
graphic features to locate and
categorize information;
√
Use graphics and visual images in
texts published in print and
electronic media and analyze how
such images both relate to written
texts and serve as alternative forms
of texts themselves.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
(D) evaluate the credibility of
information sources and their
appropriateness for varied
√
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Make careful observations of textual
detail.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
128
Texas Essential Knowledge
and Skills
needs;
(E) organize and record new
information in systematic ways
such as notes, charts, and
graphic organizers;
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
Establish connections among
observations.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
Use graphics and visual images in
texts published in print and
electronic media and analyze how
such images both relate to written
texts and serve as alternative forms
of texts themselves.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
Make careful observations of textual
detail.
Establish connections among
observations.
Draw from connections a series of
inferences leading to an interpretive
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
129
Texas Essential Knowledge
and Skills
(F) produce research projects
and reports in varying forms for
audiences; and
Eng
I
Eng
II
Eng
III
Eng
IV
√
Advanced Placement Program**
Goals and Expectations
conclusion about a piece of writing’s
meaning and value.
Produce projects that call on
evaluation of the legitimacy and
purpose of sources used.
Formulate varied, informed
arguments.
Consider each source as a text that
was itself written for a particular
audience and purpose.
Sort through disparate
interpretations to analyze, reflect
upon, and write about a topic and
through such activity enter into
conversations with other writers and
thinkers.
(G) draw relevant questions for
further study from the research
findings or conclusions.
√
Create and sustain arguments
based on readings, research,
and/or personal experience.
Read primary and secondary
source material carefully,
synthesize material from these texts
in student compositions, and cite
source material using conventions
recommended by professional
organizations such as the Modern
Language Association, the
American Psychological
Association, and the Council of
Science Editors.
Examine a variety of writers to
examine the wealth of approaches
to subject and audience that such
writers display.
Conduct informed research and
synthesize varied sources (to
evaluate, cite, and utilize source
materials).
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
130
Texas Essential Knowledge
and Skills
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
Make careful observations of textual
detail.
Establish connections among
observations.
Draw from connections a series of
inferences leading to an interpretive
conclusion about a piece of writing’s
meaning and value.
LISTENING/SPEAKING
(14) Listening/speaking/
critical listening. The student
listens attentively for a
variety of purposes. The
student is expected to:
(A) focus attention on the
speaker’s message;
(A) focus attention, interpret,
respond, and evaluate
speaker’s message; and
(A) demonstrate proficiency in
each aspect of the listening
process such as focusing
attention, interpreting, and
responding;
(B) use knowledge of language
and develop vocabulary to
interpret accurately the
speaker’s message;
(B) engage in critical, empathic,
appreciative, and reflective
listening.
(B) use effective strategies for
listening such as prepares for
listening, identifies the types of
listening, and adopts
appropriate strategies;
(C) monitor speaker’s message
for clarity and understanding
such as asking relevant
questions to clarify
understanding; and
The AP English course description
does not identify specific goals or
expectations directly related to the
listening/speaking or
viewing/representing strands of the
TEKS objectives.
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
131
Texas Essential Knowledge
and Skills
(C) demonstrate proficiency in
critical, empathic, appreciative,
and reflective listening;
(D) formulate and provide
effective verbal and nonverbal
feedback;
(D) use effective strategies to
evaluate his/her own listening
such as asking questions for
clarification, comparing and
contrasting interpretations with
others, and researching points
of interest or contention; and
(E) use effective listening to
provide appropriate feedback in
a variety of situations such as
conversations and discussions
and informative, persuasive, or
artistic presentations.
(15) Listening/speaking/
evaluation. The student
listens to analyze, appreciate,
and evaluate oral
performances and
presentations. The student is
expected to:
(A) listen and respond
appropriately to presentations
and performances of peers or
published works such as
original essays or narratives,
interpretations of poetry, and
individual or group
performances of scripts;
(B) identify and analyze the
effect of artistic elements within
literary texts such as character
development, rhyme, imagery,
and language;
(C) evaluate informative and
persuasive presentations of
peers, public figures, and media
presentations;
(D) evaluate artistic
performances of peers, public
Eng
I
Eng
II
Eng
III
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
132
Texas Essential Knowledge
and Skills
presenters, and media
presentations; and
(E) use audience feedback to
evaluate his/her own
effectiveness and set goals for
future presentations.
(15) Listening/speaking/
purposes. The student
speaks clearly and effectively
for a variety of purposes The
student is expected to:
(A) use the conventions of oral
language effectively;
(B) use informal, standard, and
technical language effectively to
meet the needs of purpose,
audience, occasion, and task;
(C) communicate effectively in
conversations and group
discussions while problem
solving, and planning;
(D) use effective verbal and
nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a
variety of purposes and
respond appropriately to the
questions of others; and
(F) make relevant contributions
in conversations and
discussions.
(15) Listening/speaking/
critical listening. The student
listens attentively for a
variety of purposes. The
student is expected to:
(A) demonstrate proficiency in
each aspect of the listening
process such as focusing
attention, interpreting, and
responding;
(B) use effective strategies for
listening such as preparing for
Eng
I
Eng
II
√
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
133
Texas Essential Knowledge
and Skills
listening, identifying the types of
listening, and adopting
appropriate strategies;
(C) demonstrate proficiency in
critical, empathic, appreciative,
and reflective listening;
(D) use effective strategies to
evaluate his/her own listening
such as asking questions for
clarification, comparing and
contrasting interpretations with
those of others, and
researching points of interest or
contention; and
(E) use effective listening to
provide appropriate feedback in
a variety of situations such as
conversations and discussions
and informative, persuasive, or
artistic presentations.
(16) Listening/speaking/
purposes. The student
speaks clearly and effectively
for a variety of purposes and
audiences. The student is
expected to:
(A) use the conventions of oral
language effectively;
(B) use informal, standard, and
technical language effectively to
meet the needs of purpose,
audience, occasion, and task;
(C) prepare, organize, and
present a variety of informative
messages effectively;
(C) prepare, organize, and
present a variety of informative
and persuasive messages
effectively with emphasis on
persuasion;
(D) use effective verbal and
nonverbal strategies in
presenting oral messages;
(E) ask clear questions for a
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
134
Texas Essential Knowledge
and Skills
variety of purposes and
respond appropriately to the
questions of others; and
(F) make relevant contributions
in conversations and
discussions.
(16) Listening/speaking/
evaluation. The student
evaluates and critiques oral
presentations and
performances. The student is
expected to:
(A) apply valid criteria to
analyze, evaluate, and critique
informative and persuasive
messages;
(B) apply valid criteria to
analyze, evaluate, and critique
literary performances;
(C) use praise and suggestions
of others to improve his/her
own communication; and
(D) identify and analyze the
effect of aesthetic elements
within literary texts such as
character development, rhyme,
imagery, and language.
(16) Listening/speaking/
purposes. The student
speaks clearly and effectively
for a variety of purposes. The
student is expected to:
(A) use conventions of oral
language effectively, including
word choice, grammar, and
diction;
(B) use informal, standard, and
technical English to meet
demands of occasion,
audience, and task;
(C) respond appropriately to the
opinions and views of others;
(D) adopt verbal and nonverbal
strategies to accommodate
Eng
I
√
Eng
II
√
√
√
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
135
Texas Essential Knowledge
and Skills
needs of the listener and
occasion;
(E) ask clear questions for a
variety of purposes and
respond appropriately to the
questions of others;
(F) make relevant contributions
in conversations and
discussions;
(G) express and defend a point
of view using precise language
and appropriate detail; and
(H) speak responsibly to
present accurate, truthful, and
ethical messages.
(17) Listening/speaking/
presentations. The student
prepares, organizes, and
presents informative and
persuasive oral messages.
The student is expected to:
(A) present and advance a
clear thesis and support the
major thesis with logical points
or arguments;
(A) present and advance a
clear thesis and logical points,
claims, or arguments to support
messages;
(A) present clear thesis
statements and claims;
(B) choose valid evidence,
proofs, or examples to support
points or claims;
(B) choose valid proofs from
reliable sources to support
claims;
(B) support major thesis with
logical points or arguments;
(C) use appropriate and
effective appeals to support
points, claims, and arguments;
(C) choose valid evidence or
proofs to support claims;
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
136
Texas Essential Knowledge
and Skills
(D) use effective verbal and
nonverbal strategies such as
pitch and tone of voice, posture,
and eye contact.
(D) use language and rhetorical
strategies skillfully in
informative and persuasive
messages;
(D) use effective appeals to
support points, claims, or
arguments;
(E) use effective nonverbal
strategies such as pitch and
tone of voice, posture, and eye
contact;
(E) use language and rhetorical
strategies skillfully in
informative and persuasive
messages;
(F) make informed, accurate,
truthful, and ethical
presentations.
(F) analyze purpose, audience,
and occasion to choose
effective verbal and non-verbal
strategies for presenting
messages and performances;
(G) interpret literary texts such
as telling stories, and
interpreting scenes from
narrative or dramatic texts or
poems;
(H) use feedback to judge
effectiveness in communicating
and setting goals for future
presentations.
(18) Listening/speaking/
literary interpretations. The
student prepares, organizes,
plans, and presents literary
interpretations. The student
is expected to:
Eng
I
Eng
II
Eng
III
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
137
Texas Essential Knowledge
and Skills
(A) make valid interpretations of
literary texts such as telling
stories, interpreting poems,
stories, or essays;
(A) make interpretations of a
variety of literary texts;
(B) analyze purpose audience
and occasion to choose
effective verbal and nonverbal
strategies such as pitch and
tone of voice, posture, and eye
contact;
(B) justify the choice of verbal
and non-verbal performance
techniques by referring to the
analysis and interpretations of
the text;
(C) present interpretations by
telling stories, performing
original works, and interpreting
poems and stories for a variety
of audiences.
(18) Listening/speaking/
evaluation. The student
evaluates and critiques oral
presentations and
performances. The student is
expected to:
(A) apply valid criteria to
analyze, evaluate, and critique
informative and persuasive
messages;
(B) apply valid criteria to
analyze, evaluate, and critique
literary performances;
(C) use praise and suggestions
of others to improve his/her
own communication; and
(D) identify and analyze the
effect of artistic elements within
literary texts such as character
development, rhyme, imagery,
and language.
Eng
I
√
Eng
II
Eng
III
√
√
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
138
Texas Essential Knowledge
and Skills
(19)Viewing/representing/
interpretation. The student
understands and interprets
visual representations. The
student is expected to:
(A) describe how meanings are
communicated through
elements of design, including
shape, line, color, and texture;
(B) Analyze relationships,
ideas, and cultures as
represented in various media;
(C) distinguish the purposes of
various media forms such as
informative texts, entertaining
texts, and advertisements.
(20) Viewing/representing/
analysis. The student
analyzes and critiques the
significance of visual
representations. The student
is expected to:
(A) investigate the source of a
media presentation or
production such as who made it
and why it was made;
(B) deconstruct media to get
the main idea of the message’s
content;
(C) evaluate and critique the
persuasive techniques of media
messages such as glittering
generalities, logical fallacies,
and symbols;
(D) recognize how visual and
sound techniques or design
convey messages in media
such as special effects, editing,
camera angles, reaction shots,
sequencing, and music;
(E) recognize genres such as
nightly news, newsmagazines,
and documentaries and identify
the unique properties of each;
Eng
I
Eng
II
Eng
III
Eng
IV
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
√
Advanced Placement Program**
Goals and Expectations
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
139
Texas Essential Knowledge
and Skills
(F) compare, contrast, and
critique various media coverage
of the same event such as in
newspapers, television, and on
the Internet.
(21) Viewing/representing/
production. The student
produces visual
representations that
communicate with others.
The student is expected to:
(A) examine the effect of media
on constructing his/her own
perception of reality;
(B) use a variety of forms and
technologies such as videos,
photographs, and web pages to
communicate specific
messages;
(C) use a range of techniques
to plan and create a media text
and reflect critically on the work
produced;
(D) create media products to
include a billboard, cereal box,
short editorial, and a threeminute documentary or print ad
to engage specific audiences;
(D) create media products to
include a five-to six-minute
documentary, a print ad, an
editorial, a flier, a movie
critique, or an illustrated
children’s book to engage
specific audiences;
(D) create media products to
include a seven-to ten-minute
documentary, ad campaigns,
political campaigns, or video
adaptations of literary texts to
engage specific audiences;
Eng
I
√
√
Eng
II
√
√
Eng
III
√
√
Eng
IV
Advanced Placement Program**
Goals and Expectations
√
√
√
√
√
√
√
√
√
√
√
√
√
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
140
Texas Essential Knowledge
and Skills
(D) create media products to
include a ten-to fifteen-minute
investigative documentary, ad
campaigns, political campaigns,
or parodies to engage specific
audiences;
(E) create, present, test, and
revise a project and analyze a
response, using data-gathering
techniques, such as
questionnaires, group
discussions, and feedback
forms.
Eng
I
Eng
II
Eng
III
Eng
IV
√
√
√
√
√
Advanced Placement Program**
Goals and Expectations
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board,
which does not endorse nor was it involved in the production of this product.
**The text and information provided in this column is excerpted from the College Board and AP
Central’s Course Description. The text is the summary and interpretation of the authors of the
revised English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course
Description may not adequately represent the fuller description of the AP English Language or AP
English Literature courses and exams provided in the Course Description by the College Board,
available for download on apcentral.collegeboard.com.
©2006 Texas Education Agency
141
Classroom Strategies
The selection of teaching and learning strategies collected here includes those gathered by the
revision committee members, as well as many originally compiled and described by the committee
of educators who developed the Social Studies Lighthouse guide. Every effort was made to credit
original sources. Hyperlinked strategies are those that appear in lessons on this site.
(Click here for downloadable MS Word version.)
One-Two-Three: This reading strategy introduces new
words to students and allows them to learn how
context can help them determine meaning. It is useful
on many levels, particularly in the lower grades as full
assignments and for older students in preparation for
difficult reading objective questions. Using a threecolumned chart, students write in the first column
unfamiliar words in an assigned reading. In the second
column, they jot down words and phrases near the
unfamiliar word that seem to suggest its meaning. In
the third column, students write their own guesses at
definitions of the unfamiliar word, based on the
surrounding words, keeping in mind consistency in
parts of speech.
SQ3R: This is a method of tackling a reading
assignment for students of all levels of experience. The
SQ3R method suggests a plan for surveying a given
assignment, questioning the author’s purpose, reading
the assignment in its entirety, reciting the lesson in
some note-taking format, and reviewing the assignment
for understanding. Suggested steps of this method
include:
Before reading: SURVEY
While surveying: QUESTION
When beginning: READ
After reading: RECITE
As an ongoing process: REVIEW
If all of the materials from a reading assignment have
been organized, regular review of study materials will
eliminate the need to “cram” before a test. When
preparing for a cumulative test, review of all previous
study materials will assist in seeing broad relationships,
overarching themes, and change over time. For more
information, see: Robinson, F.P. (1961, 1970).
Effective study (4th ed.). Harper & Row: New York.
Preview
Read
Think
Review
PRTR: This simple reading method incorporates the
principles psychologists have long studied through
experimentation. People learn and retain information
better if they understand the material to be learned,
express ideas in their own words, and rehearse/review
materials in several shorter study sessions over time.
The PRTR method suggests that the learner preview,
read, think, and review as he/she reads.
To begin a reading assignment, the learner should
preview with a brief look ahead to the lesson, noting
142
subheading or section titles. The learner then reads the
major section previewed. The learner should do only a
section or two at each reading session so as to absorb
the information presented. The next step is to think
about what has been read. This is an active process
where the learner may take notes, ask questions, and
think critically about the assignment. Finally, the learner
should review, which should include scanning the
section just read, noting key terms or concepts, and
summarizing what has been presented. While this
process sounds involved, with practice it becomes
routine and takes but a few extra minutes of reading
time. It will lead to greater understanding of content
materials. For more information, see: Myer, D.G.
(2001). Psychology (6th ed.). Worth Publishers: New
York.
Spirit Reading: Also called Jump-in Reading, Spirit
Reading is an oral reading activity used with whole
groups. The teacher begins reading the text orally, and
students then randomly read aloud as they desire.
Spirit Reading can be an enjoyable activity to
encourage full-class participation in oral reading in a
non-threatening manner.
Read Along/Think Aloud:
This strategy involves:
modeling for students the internal thought
processes of an effective reader.
defining for students skills/terms to be targeted in
the selection.
helping students internalize and transfer reading
skills to their own independent analysis.
Step 1: Select a passage to read aloud that contains
outstanding examples of skills that are to be
emphasized. The passage should be of moderate
difficulty, so that it is neither too hard to understand,
nor too easy to spot the examples.
Step 2: Talk through the thinking processes used as
reading difficulties/skills appear, modeling the
appropriate problem-solving/annotation strategies.
Remember the following points:
Make predictions.
Target key literary devices and/or elements of
author’s style.
Describe the picture you are forming in your head
from the text.
Make analogies (linking prior knowledge to new
information in the text).
Verbalize confusing points (monitoring ongoing
comprehension).
Model “fix up” strategies (correcting lagging
comprehension, annotation tips, dealing with dual
comprehension).
143
Step 3: Continue reading passages aloud, but
gradually make fewer verbal remarks. Begin to wean
students from depending on your thought processes to
developing their own processes and strategies.
Note-taking
Cornell Note-Taking: This is a useful tool for students
as they begin to read textbooks, primary and
secondary resource materials, or any other assigned
reading where specific content information should be
gathered and organized for future use. For more
information, see: Pauk, W. (2000). How to study in
college (7th ed.). Houghton Mifflin Company: Boston.
Sticky Note
Sticky Note Annotation: This note-taking method is
an alternative when students are not allowed to write in
their textbooks. Students will need a sticky note type
pad of paper. As students read assigned textbook
material, they should write in their own words
important concepts, key terms, major dates, or issues
of note on the removable notepaper. These sticky
notes can be placed directly in the text for quick
reference. When reviewing reading materials, the
sticky note can be a valuable tool for summarizing
large quantities of information. Sticky notes can be
easily removed for class discussion, essay writing, or
exam review.
Dialectical Journal: This is a double-entry journal that
provides a "paper trail of students’ thoughts" as they
read text. In this journal, students essentially have a
dialogue with their reading material. In the left column,
students briefly paraphrase an idea from the text. In
the right column, students write their response to the
idea. Responses could include stating and defending
an opinion, posing and explaining a question, or
connecting the text’s content to other people, events,
literature, or ideas. For more information, see:
Berthoff, A.E. (1982). Forming, thinking, writing: The
composing imagination. Boynton/Cook: Portsmouth,
NH.
Concept Cards: Using note cards, students can
identify major issues, characters, and events and may
determine the significance and impact of these events.
This method allows student practice in gathering,
summarizing, comparing, contrasting, and analyzing
information regarding a person, time period, or issue.
144
Graphic Organizers: Using graphic organizers,
students can categorize and organize information that
they read in a meaningful format that is useful for
analysis. Teachers can use these visual tools for
explanations and review. Teachers and students can
create their own or use blank structures found in most
textbooks to show cause-effect, compare-contrast,
sequencing, whole-part, and other concepts.
Half-Page Solution: As students are required to read
assignments of greater length for greater depth, it is
important for them to make productive use of time
spent in reading and note-taking. This strategy assists
students in gathering information from a secondary
source such as a textbook assignment and merging it
with class discussion or lecture. Students fold a sheet
of paper in half, placing “Notes from Reading” and
“Notes from Class” as headings of the two resulting
columns. On the left side of the page, students take
selective notes indicating only the most significant
information from a text or other reading assignment. As
the instructor facilitates class discussion, the students
decide what information not previously recorded should
be added and include this information in their own
words on the right side. This technique helps the
student learn to take a large quantity of information
and synthesize it for future use.
H Chart: An H Chart is similar to a Venn Diagram and
is used to compare and contrast two items. Columns
are labeled for students to fill in with the appropriate
information. Students then complete a conclusion
statement below the chart.
Organizing
SMELL: This strategy introduces the skills of
constructing and evaluating arguments and using primary
and secondary documents to analyze point of view,
context, and bias. SMELL was first developed for use in
the analysis of advertising. In the classroom, it is
especially appropriate for in-depth analysis of persuasive
documents. Instructors are encouraged to go beyond the
literal in showing students how to use this strategy for
analysis. Elements include:
Sender-Receiver Relationship - Who are the sender
and receiver of the message and what is their
relationship?
Message - What is a literal summary of the content?
Effect - What emotional strategies does the author use?
Logic - What is the rationale used by the author?
Language - Why did the author choose the language and
style used in the argument?
145
Analyzing
TPCASTT: This is an effective strategy for analyzing
poems or other literary works. It is an especially useful
tool for getting students to start thinking about the
reliability of different historical sources. Frequently,
poems will contain a popular version of history that
students can evaluate critically using information in their
text or from other sources.
Elements of analysis:
T: Title
What does the title mean
literally? Complete this before
reading the poem.
P: Paraphrase
After reading the poem, what
does it mean literally in your
own words? (This can be very
difficult when a poem has
abstract meaning.)
C: Connotation
What does the poem mean
beyond the literal?
A: Attitude
What is/are the feeling(s)
expressed by the author?
S: Shifts
What changes in speakers and
attitudes occur in the poem?
T: Title
Interpreted
What does the title mean
beyond the literal?
T: Theme
What is the poet saying?
Content Frame/Matrix: The content frame is a strategy
to help students analyze the interrelationships of ideas.
Frames, or matrices, help students organize and compare
information from a variety of texts, including textbook
information, visual texts, fiction, and nonfiction. A content
frame/matrix is built with categories or types of
information listed on the left-hand side of a chart and
subdivisions of the categories listed across the top of the
chart. It is important for students to create their own
frame/matrix in order to use the strategy independently. If
a teacher simply duplicates the frame to have students fill
in the boxes, the strategy ceases to be a strategy for
independent use and becomes nothing but a worksheet.
Content frames can be used across the curriculum, but
they are excellent for use in the English Language Arts
classroom for character analysis and theme analysis. For
more information, see: Armbruster, B. B., Anderson, T.
H., & Meyer, J. L. (1991). Improving content-area reading
using instructional graphs. Reading Research Quarterly,
26, 393–416.
146
OPTIC: OPTIC is an organized approach for teaching
students how to read visual or graphic text closely. As
noted in How to Study in College (2001) by Walter Pauk,
the five letters in the word OPTIC provide a mnemonic
device to remember the five key elements in analyzing a
visual.
O is for Overview.
Conduct a brief overview of the main subject of the
visual.
P is for Parts.
Scrutinize the parts of the visual.
Note any elements or details that seem important.
T is for Title.
Read the title or caption of the visual (if present) for
added information.
I is for Interrelationships.
Use the words in the title or caption and the
individual parts of the visual to determine
connections and relationships within the graphic.
C is for Conclusion.
Draw a conclusion about the meaning of the visual
as a whole.
Summarize the message in one or two sentences.
OPTIC can be used with any visual or graphic text,
including photographs, diagrams, charts, and fine art. For
more information, see: Pauk, W. (2000). How to study in
college (7th ed.). Houghton Mifflin Company: Boston
Discussing
Inner/Outer Circle: This technique can be used to
develop students’ understanding of concepts while
practicing higher-level questioning. This method gives
students the responsibility for running a structured
classroom discussion. To prepare for the activity, the
teacher assigns a discussion-worthy reading assignment.
In addition, the teacher instructs students in writing
higher-order questions that go beyond simple
knowledge-based and comprehension questions to ones
requiring greater application, analysis, synthesis, and
evaluation. Students write three to five critical thinking
questions. For discussion, students are seated in two
concentric circles. As the activity begins, the inner circle
discusses and answers questions posed by the outer
circle, while the outer circle listens, takes notes, and
poses prepared questions. Roles then reverse. The
teacher is a non-participating observer.
147
Question Wall: To move students to a higher level of
thinking, the instructor should model upper-level
questioning and should give students the opportunity to
practice these questioning techniques themselves. As a
reference for themselves and for students, instructors
may consider creating a Question Wall on which they post
selected questions. As the entire class becomes familiar
with these questions and practices using them, students
will begin to demonstrate greater depth of thinking with
greater confidence and frequency. For more information,
see: Bloom, B.S. (1956). Taxonomy of educational
objectives: Cognitive domain. David McKay and
Company: New York.
Socratic Model: Socratic seminars typically consist
of 50- to 80-minute periods. In groups of 25 or fewer,
students prepare for the seminar by reading a common
text (e.g., a novel, poem, essay, or document) or viewing
a work of art. The teacher poses questions requiring
students to evaluate options and make decisions. In
Socratic seminars, students must respond with a variety
of thoughtful explanations: they must give evidence, make
generalizations, and tell how the information is
represented for them. In other words, they must engage
in active learning. The assumption is that when students
actively and cooperatively develop knowledge,
understanding, and ethical attitudes and behaviors, they
are more apt to retain these attributes than if they had
received them passively.
Critical Thinking Verbs: The verbs below correlate with
the six levels of thinking in Benjamin Bloom’s Taxonomy of
Educational Objectives. Posting these verbs in a
prominent place in the classroom attunes students to the
difference between lower- and higher-level tasks and
helps raise the level of classroom discussion. This in turn
develops habits of mind that are central to an advanced
level of critical thinking.
Level I. Knowledge
know, define, memorize, repeat, record, list, recall, name,
relate, collect, label, specify, cite, enumerate, tell, recount
Level II. Comprehension
restate, summarize, discuss, describe, recognize, explain,
express, identify, locate, report, retell, review, translate
Level III. Application
exhibit, solve, interview, simulate, apply, employ, use,
demonstrate, dramatize, practice, illustrate, operate,
calculate, show, experiment
Level IV. Analysis
interpret, analyze, differentiate, compare, contrast,
scrutinize, categorize, probe, investigate, discover,
inquire, detect, classify, arrange, group, organize,
examine, survey, dissect, inventory, question, test,
distinguish, diagram, inspect
Level V. Synthesis
compose, plan, propose, produce, invent, develop,
design, formulate, arrange, assemble, construct, set up,
prepare, imagine, hypothesize, incorporate, generalize,
148
originate, predict, contrive, concoct, systematize
Level VI. Evaluation
judge, decide, appraise, evaluate, rate, compare, value,
revise, conclude, select, assess, measure, estimate,
infer, deduce, score, predict, choose, recommend,
determine
For more information, see: Bloom, B.S. (1956).
Taxonomy of educational objectives: Cognitive domain.
David McKay and Company: New York.
Think-Pair-Share: This discussion strategy ensures that
each student is an active participant in a learning
situation.
The teacher provides something for the students to
think about, often asking students to write down
their ideas as evidence of their thinking.
Students then pair to share their ideas. As much as
possible, students should only work in pairs. The
larger the group, the greater the chance that
students will once again become passive learners.
The share aspect can also include having partners
share their observations or conclusions with another
set of partners or the larger group. Sharing can
involve posting writing work or making an informal or
formal presentation.
For more information, see: Kagan, S. (1989).
Cooperative learning resources for teachers. Resources
for Teachers: San Juan Capistrano, CA.
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
149
Lessons
These lessons for grades 6-12 were developed based on two texts—one non-fiction and one
fiction—and a visual representation. This approach reflects the structures and skills contained in
the English/Language Arts Texas Assessment of Knowledge and Skills (TAKS).
Texts
Abraham Lincoln’s Second Inaugural Address
"The Last Lesson" by Alphonse Daudet
Armed Conflicts, 1990-2004
Sample Lessons
Grade 6-The Building Blocks of Annotation
Grade 7-The Search for Common Ground
Grade 8-Deriving Author’s Purpose
Grade 9-The Power of Language
Grade 10-Reading, and Thinking, and Annotating…Oh My!
Grade 11-Critical Thinking: Synthesizing Ideas and Information
Grade 12-The Movement of Ideas
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
150
Abraham Lincoln’s
Second Inaugural Address
(Click here for downloadable MS Word version.)
March 4, 1865
1
Fellow countrymen: At this second appearing to take the oath of the presidential
office, there is less occasion for an extended address than there was at the first.
Then a statement, somewhat in detail, of a course to be pursued, seemed fitting
and proper. Now, at the expiration of four years, during which public declarations
have been constantly called forth on every point and phase of the great contest
which still absorbs the attention and engrosses the energies of the nation, little that
is new could be presented. The progress of our arms, upon which all else chiefly
depends, is as well known to the public as to myself; and it is, I trust, reasonably
satisfactory and encouraging to all. With high hope for the future, no prediction in
regard to it is ventured.
2
On the occasion corresponding to this four years ago, all thoughts were anxiously
directed to an impending civil war. All dreaded it—all sought to avert it. While the
inaugural address was being delivered from this place, devoted altogether to
saving the Union without war, insurgent agents were in the city seeking to destroy
it without war—seeking to dissolve the Union, and divide effects, by negotiation.
Both parties deprecated war; but one of them would make war rather than let the
nation survive; and the other would accept war rather than let it perish. And the
war came.
3
One-eighth of the whole population were colored slaves, not distributed generally
over the Union, but localized in the Southern part of it. These slaves constituted a
peculiar and powerful interest. All knew that this interest was, somehow, the cause
of the war. To strengthen, perpetuate, and extend this interest was the object for
which the insurgents would rend the Union, even by war; while the government
claimed no right to do more than to restrict the territorial enlargement of it.
4
Neither party expected for the war the magnitude or the duration which it has
already attained. Neither anticipated that the cause of the conflict might cease
with, or even before, the conflict itself should cease. Each looked for an easier
triumph, and a result less fundamental and astounding. Both read the same Bible,
and pray to the same God; and each invokes his aid against the other. It may
seem strange that any men should dare to ask a just God’s assistance in wringing
their bread from the sweat of other men’s faces; but let us judge not, that we be
not judged. The prayers of both could not be answered—that of neither has been
answered fully.
5
The Almighty has his own purposes. "Woe unto the world because of offenses! for
it must needs be that offenses come; but woe to that man by whom the offense
cometh." If we shall suppose that American slavery is one of those offenses which,
in the providence of God, must needs come, but which, having continued through
his appointed time, he now wills to remove, and that he gives to both North and
South this terrible war, as the woe due to those by whom the offense came, shall
we discern therein any departure from those divine attributes which the believers in
a living God always ascribe to him? Fondly do we hope—fervently do we
pray—that this mighty scourge of war may speedily pass away. Yet, if God wills
that it continue until all the wealth piled by the bondsman’s two hundred and fifty
years of unrequited toil shall be sunk, and until every drop of blood drawn by the
lash shall be paid by another drawn with the sword, as was said three thousand
years ago, so still it must be said, "The judgments of the Lord are true and
righteous altogether."
151
6
With malice toward none; with charity for all; with firmness in the right, as God
gives us to see the right, let us strive on to finish the work we are in; to bind up the
nation’s wounds; to care for him who shall have borne the battle, and for his
widow, and his orphan—to do all which may achieve and cherish a just and lasting
peace among ourselves, and with all nations.
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152
The Last Lesson
by Alphonse Daudet
(Click here for downloadable MS Word version.)
1
I started for school very late that morning and was in great dread of a
scolding, especially because M. Hamel had said that he would question us
on participles, and I did not know the first word about them. For a moment
I thought of running away and spending the day out of doors. It was so
warm, so bright! The birds were chirping at the edge of the woods; and in
the open field back of the saw-mill the Prussian soldiers were drilling. It
was all much more tempting than the rule for participles, but I had the
strength to resist, and hurried off to school.
2
When I passed the town hall there was a crowd in front of the bulletinboard. For the last two years all our bad news had come from there—the
lost battles, the draft, the orders of the commanding officer—and I thought
to myself, without stopping: "What can be the matter now?"
3
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who
was there, with his apprentice, reading the bulletin, called after me: "Don’t
go so fast, bub; you’ll get to your school in plenty of time!"
4
I thought he was making fun of me, and reached M. Hamel’s little garden all
out of breath.
5
Usually, when school began, there was a great bustle, which could be
heard out in the street, the opening and closing of desks, lessons repeated
in unison, very loud, with our hands over our ears to understand better, and
the teacher’s great ruler rapping on the table. But now it was all so still! I
had counted on the commotion to get to my desk without being seen; but,
of course, that day everything had to be as quiet as Sunday morning.
Through the window I saw my classmates, already in their places, and M.
Hamel walking up and down with his terrible iron ruler under his arm. I had
to open the door and go in before everybody. You can imagine how I
blushed and how frightened I was.
6
But nothing happened, M. Hamel saw me and said very kindly: "Go to your
place quickly, little Franz. We were beginning without you."
7
I jumped over the bench and sat down at my desk. Not till then, when I had
got a little over my fright, did I see that our teacher had on his beautiful
green coat, his frilled shirt, and the little black silk cap, all embroidered,
that he never wore except on inspection and prize days. Besides, the
whole school seemed so strange and solemn. But the thing that surprised
me most was to see, on the back benches that were always empty, the
village people sitting quietly like ourselves; old Hauser, with his threecornered hat, the former mayor, the former postmaster, and several others
besides. Everybody looked sad; and Hauser had brought an old primer,
thumbed at the edges, and he held it open on his knees with his great
spectacles lying across the pages.
8
While I was wondering about it all, M. Hamel mounted his chair, and, in the
same grave and gentle tone which he had used to me, said: "My children,
this is the last lesson I shall give you. The order has come from Berlin to
153
teach only German in the schools of Alsace and Lorraine. The new master
comes tomorrow. This is your last French lesson. I want you to be very
attentive."
9
What a thunder-clap these words were to me!
10
Oh, the wretches; that was what they had put up at the town-hall!
11
My last French lesson! Why, I hardly knew how to write! I should never
learn any more! I must stop there, then! Oh, how sorry I was for not
learning my lessons, for seeking birds' eggs, or going sliding on the Saar!
My books, that had seemed such a nuisance a while ago, so heavy to
carry, my grammar, and my history of the saints, were old friends now that
I couldn't give up. And M. Hamel, too; the idea that he was going away,
that I should never see him again, made me forget all about his ruler and
how cranky he was.
12
Poor man! It was in honor of this last lesson that he had put on his fine
Sunday-clothes, and now I understood why the old men of the village were
sitting there in the back of the room. It was because they were sorry, too,
that they had not gone to school more. It was their way of thanking our
master for his forty years of faithful service and of showing their respect
for the country that was theirs no more.
13
While I was thinking of all this, I heard my name called. It was my turn to
recite. What would I not have given to be able to say that dreadful rule for
the participle all through, very loud and clear, and without one mistake? But
I got mixed up on the first words and stood there, holding on to my desk,
my heart beating, and not daring to look up. I heard M. Hamel say to me:
14
"I won’t scold you, little Franz; you must feel bad enough. See how it is!
Every day we have said to ourselves: ‘Bah! I’ve plenty of time. I’ll learn it
tomorrow.’ And now you see where we’ve come out. Ah, that’s the great
trouble with Alsace; she puts off learning till tomorrow. Now those fellows
out there will have the right to say to you: ‘How is it; you pretend to be
Frenchmen, and yet you can neither speak nor write your own language?’
But you are not the worst, poor little Franz. We’ve all a great deal to
reproach ourselves with.
15
"Your parents were not anxious enough to have you learn. They preferred
to put you to work on a farm or at the mills, so as to have a little more
money. And I? I’ve been to blame also. Have I not often sent you to water
my flowers instead of learning your lessons? And when I wanted to go
fishing, did I not just give you a holiday?"
16
Then, from one thing to another, M. Hamel went on to talk of the French
language, saying that it was the most beautiful language in the world—the
clearest, the most logical; that we must guard it among us and never forget
it, because when a people are enslaved, as long as they hold fast to their
language it is as if they had the key to their prison. Then he opened a
grammar and read us our lesson. I was amazed to see how well I
understood it. All he said seemed so easy, so easy! I think, too, that I had
never listened so carefully, and that he had never explained everything with
so much patience. It seemed almost as if the poor man wanted to give us
all he knew before going away, and to put it all into our heads at one
stroke.
154
17
After the grammar, we had a lesson in writing. That day M. Hamel had new
copies for us, written in a beautiful round hand: France, Alsace, France,
Alsace. They looked like little flags floating everywhere in the school-room,
hung from the rod at the top of our desks. You ought to have seen how
every one set to work, and how quiet it was! The only sound was the
scratching of the pens over the paper. Once some beetles flew in; but
nobody paid any attention to them, not even the littlest ones, who worked
right on tracing their fish-hooks, as if that was French, too. On the roof the
pigeons cooed very low, and I thought to myself: "Will they make them sing
in German, even the pigeons?"
18
Whenever I looked up from my writing I saw M. Hamel sitting motionless in
his chair and gazing first at one thing, then at another, as if he wanted to fix
in his mind just how everything looked in that little school-room. Fancy! For
forty years he had been there in the same place, with his garden outside
the window and his class in front of him, just like that. Only the desks and
benches had been worn smooth; the walnut-trees in the garden were taller,
and the hop-vine, that he had planted himself, twined about the windows to
the roof. How it must have broken his heart to leave it all, poor man; to
hear his sister moving about in the room above, packing their trunks! For
they must leave the country next day.
19
But he had the courage to hear every lesson to the very last. After the
writing, we had a lesson in history, and then the babies chanted their ba,
be, bi, bo, bu. Down there at the back of the room old Hauser had put on
his spectacles and, holding his primer in both hands, spelled the letters with
them. You could see that he, too, was crying; his voice trembled with
emotion, and it was so funny to hear him that we all wanted to laugh and
cry. Ah, how well I remember it, that last lesson!
20
All at once the church-clock struck twelve. Then the Angelus. At the same
moment the trumpets of the Prussians, returning from drill, sounded under
our windows. M. Hamel stood up, very pale, in his chair. I never saw him
look so tall.
21
"My friends," said he, "I--I--" But something choked him. He could not go
on.
22
Then he turned to the blackboard, took a piece of chalk, and, bearing on
with all his might, he wrote as large as he could: "Vive La France!"
23
Then he stopped and leaned his head against the wall, and, without a
word, he made a gesture to us with his hand; "School is dismissed—you
may go."
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155
156
Number of armed conflicts 1990- 2004
1990
1991
1992
1993
1994
1995
1996
1997
Americas
1998
Asia
1999
Africa
Regional distribution and number of armed conflicts, 1990-2004
2000
2001
Europe
2002
2003
Middle East
2004
Source: SIPRI Yearbook 2005, Stockholm International Peace Research Institute; Uppsala Conflict Data Program, Uppsala, Sweden.
0
5
10
15
20
25
30
35
Grade 6
TEKS and AP* objectives demonstrated** (pdf)
Lesson-The Building Blocks of Annotation
Our ultimate goal as teachers of English is to create students who can think clearly and
communicate effectively. —Ronda Brandon, original committee member
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*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
157
Grade 6 TEKS and AP* Objectives in Sample Lesson
Texas Essential Knowledge and Skills
b 1 (D) listen to learn by taking notes, organizing,
and summarizing spoken ideas
b 2 (A) interpret speakers’ messages (both verbal
and nonverbal), purposes, and perspectives
b 2 (D) monitor his/her own understanding of the
spoken message and seek clarification as needed
b 2 (E) compare his/her own perception of a
spoken message with the perception of others
b 3 (A) listen to proficient, fluent models of oral
reading, including selections from classic and
contemporary works
b 3 (C) analyze the use of aesthetic language for
its effects
b 6 (A) apply knowledge of letter-sound
correspondences, language structure, and context
to recognize words
b 7 (B) read regularly in instructional-level
materials that are challenging but manageable
(texts in which no more than approximately 1 in 10
words is difficult for the reader)
b 7 (F) read silently with increasing ease for longer
periods
b 8 (C) read for varied purposes such as to be
informed, to be entertained, to appreciate the
writer’s craft, and to discover models for his/her
own writing
b 9 (A) develop vocabulary by listening to
selections read aloud
b 10 (E) use the text’s structure or progression of
ideas such as cause and effect or chronology to
locate and recall information
b 10 (F) determine a text’s main (or major) ideas
and how those ideas are supported with details
Advanced Placement Program*
Goals and Expectations**
Read complex texts with understanding and write
prose of sufficient richness and complexity to
communicate effectively with mature readers.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
Develop a wide-ranging vocabulary used
appropriately and effectively.
Develop a wide-ranging vocabulary used
appropriately and effectively.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Develop a wide-ranging vocabulary used
appropriately and effectively.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
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b 10 (G) paraphrase and summarize text to recall,
inform, or organize ideas
b 10 (H) draw inferences such as conclusions or
generalizations and support them with text
evidence and experience
b 10 (I) find similarities and differences across texts
such as treatment, scope, or organization
b 11 (B) interpret text ideas through such varied
means as journal writing, discussion, enactment,
and media
b 11 (D) connect, compare, and contrast ideas,
themes, and issues across text
b 12 (F) analyze characters, including their traits,
motivations, conflicts, point of view, relationships,
and changes they undergo
b 13 (B) use text organizers, including headings,
graphic features, and tables of contents, to locate
and organize information
b 15 (F) choose the appropriate form for his/her
own purpose for writing, including journals, letters,
editorials, reviews, poems, presentations,
narratives, reports, and instructions
b 21 (A) collaborate with other writers to compose,
organize, and revise various types of texts,
including letters, news, records, and forms
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Vary writing experiences for literary works
depending upon the following purposes: writing to
understand, writing to explain, and writing to
evaluate.
Make careful observations of textual detail.
Develop awareness of literary tradition and the
complex ways in which imaginative literature builds
upon the ideas, works, and authors of earlier times.
Make careful observations of textual detail.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
159
Grade 6 Sample Lesson
The Building Blocks of Annotation
Annotation while reading, deconstructing objective questions, targeting context clues
Contributed by Jim Lindsay, Episcopal School of Dallas, Dallas, TX
Time Needed:
Four class periods with homework and additional lesson options
Materials/Resources Needed:
•
•
•
•
•
•
•
•
•
•
•
•
Handout: Which is fiction? Which is non-fiction?
Two colors of highlighters or crayons
Copies of Abraham Lincoln’s Second Inaugural Address (columned text version)
Pens, pencils, markers
Handout: Reading Comprehension Questions
Handout: One-Two-Three
Construction paper or index cards
Markers
Copies of “The Last Lesson” (columned text version)
Student flash cards
Handout: Reading Check for “The Last Lesson”
The AP Vertical Teams Guide for English (see http://apcentral.collegeboard.com/pre-ap/0,,1750-0-34485,00.html)
Class Period 1—Fiction/Non-Fiction and Vocabulary
•
Preparation and Instruction
o
o
o
o
Give Lincoln’s Second Inaugural Address (columned text version) to each student.
Prepare students for reading by differentiating the terms fiction and non-fiction. Remind them
that fiction is made up by the author and that non-fiction is real, factual information.
Estimated time: 5 minutes.
Optional: Depending on student understanding and pre-knowledge of the terms, you may
choose to do the following warm up.
ƒ Give each student one yellow and one orange highlighter. You can choose your own
colors, use two different colored crayons, or one pencil and one pen. Give them the
handout: Which is fiction? Which is non-fiction?
ƒ Time the students for 90 seconds. For 30 seconds, have them read the two lists of
types of writing. Then, for the next 30 seconds, have them highlight in yellow all the
examples of fiction. For the third 30 seconds, have them highlight in orange all the
examples of non-fiction. Review answers with the students.
Inform students that they will now read a piece of non-fiction silently as you read aloud. Tell
them to find “A Presidential Address” on their handouts and circle it. You may want to have
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o
o
o
o
o
o
o
o
them write the title of this piece: Abraham Lincoln’s Second Inaugural Address. If necessary,
briefly define what an inaugural address is.
Provide copies of Lincoln’s Second Inaugural Address (columned text version).
Direct students to read the piece silently as you read aloud. Because the vocabulary is
mature here, the students may struggle with reading the text on their own. Your verbal
emphases and intonations may help their understanding of new words. Redirect at the end of
the reading as you see fit.
Read the first paragraph and allow children to answer the questions to the side of the
reading. Each paragraph’s direction should take about two to four minutes.
During writing time, travel the room to check for understanding and to answer questions. Do
your best to coach the students to puzzle out difficult words and directions on their own. Help
only with directions. Estimated time: 20 minutes.
After the reading is complete and all answers answered, give students the handout: Reading
Comprehension Questions. (10 minutes). You may wish to collect this handout for a grade.
Answer key: 1. B, 2. C, 3. C, 4. A, 5. C, 6. A, 7. A, 8. D
Closure/final discussion: Ask the students: “what elements of the speech categorize it as nonfiction?”
Homework: Bring the speech home and find five words we did not discuss today that you still
do not know the meanings for. Be prepared to discuss those words tomorrow.
Class Period 2—Diction and Vocabulary
•
Preparation and Instruction
o
o
o
o
o
o
o
o
Begin by asking students to take out their copies of the speech they read yesterday. Also,
they will need their five new words homework. Ask students to work in pairs; if the number of
students is uneven, create one group of three.
Give students new handout: One-Two-Three. Read the directions with them.
Tell students that they have one minute to write down their homework words onto the
handout’s first column. Next, have them go into the text and find loaded diction that surround
the foreign word but seems to have something to do with it by support or by contrast. Feel
free to do one together or use the example on the sheet. While they are working, have them
define all of the foreign words based on their loaded diction finds. Estimated time: 15
minutes.
Have pairs of students branch out and find another pair, thus creating a group of four. Have
students see which like words they chose and check with one another to see where they
matched the other pair’s (or came close) and where they differed. Put stars next to the ones
that had the same words, but very different meanings. Estimated time: 10 minutes.
On the back of the sheet, have the students draw three columns and share words that the
other pair did not choose. Fill in the other pair’s information, thus creating a longer list of new
words. Estimated time: 5 minutes.
Check student work for accuracy in their definitions. Correct uneven parts of speech.
Closure: Give students index cards or construction paper and markers. Have them make a
class set of flash cards for vocabulary enrichment and study. Estimated time: 10 minutes.
Give students copy of Alphonse Daudet’s “The Last Lesson” (columned text version).
Homework: Students will read the story and annotate independently on the side column. You
may have to coach the students into understanding the differences between the annotation
style of the Lincoln handout, which prompted the students to write about certain details in the
text, and this one, which does not.
Class Period 3—Reading Check and Graphic Organizer
•
Preparation and Instruction
o
To review the previous day’s lesson, begin by having students take out their One-Two-Three
handouts. Give them three to five minutes to “flash study” the words and definitions.
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o
o
o
o
o
Have students put all materials away. Tell them that you will use the flashcards that everyone
made yesterday. (You likely will want to pre-check these cards for accuracy.) You will hold up
one piece of construction paper and show everyone the word. They are not allowed to call
out. Everyone will look at the word, think about the word, and when the students think they
know the correct definition, they can raise their hands. The idea here is to allow all students
the appropriate wait time. Once all hands, or as many hands as you think will go up, are
raised, ask one student to give the answer. Feel free to play devil’s advocate and ask other
students if the participant is correct or not. Continue the game until all words are shown.
Then, do it again, faster, and with the expectation that all students will raise their hands. The
idea here is to have more students knowledgeable about the words than last time. Feel free
to make this game more competitive by making two teams, judging on how much time you
would like to spend on it. Estimated time: 12-15 minutes.
Have students take out their annotated copies of Daudet’s “The Last Lesson.” Inform
students that you will give them a timed reading check. Provide students with the handout:
Reading Check. They can do the reading check “open book,” but they are expected to have
already read the story. Collect it for a grade if you like, review the answers. Key to reading
check: 1. D, 2. C, 3. A, 4. D, 5. C, 6. B, 7. C, 8. B, 9. D Estimated time: 15 minutes.
After the reading check, have students create a graphic organizer. The instructions are the
following: After reading “The Last Lesson,” create a graphic organizer with the phrase
“Physical and Emotional Reactions to War.” On the left-hand side of the paper, tell students
to find three direct quotations that show a cause of the German occupation. On the right,
have them write three quotations that illustrate the effects of the impending German
occupation of France. Work in pairs. Estimated time: 15 minutes.
Closure: Openly discuss findings, emphasizing the personal reactions to war.
Homework Journal Question: What are the similarities between Abraham Lincoln’s Second
Inaugural Address and Daudet’s “The Last Lesson?” Expected minimum length: 250 words.
Class Period 4—Developing Journal Responses and Sentence Length
•
Preparation and Instruction
o
o
o
o
o
Group students into teams of four. Ask them to take 10 minutes to read their journal
responses to one another. Monitor as they do. Estimated time: 10 minutes.
After each student has read his or her journal, tell students to choose the best one of the
group. Ask that student to read the entry to the class. Therefore, you will have one journal
entry from each group that the entire class will hear. Estimated time: 10 minutes.
Follow up questions: Why did the group decide that this entry was the best? What qualities
does it have that make it the best? What details were important to mention that this entry
uses? What conclusions does the writer draw about the story and the speech? Estimated
time: 10 minutes.
Closure: Have students return to their own seats and ask them to reread their own journals.
At this time, they may make corrections, add sentences where necessary, and generally
develop their responses more. Ask them to take the remainder of the period to do so, making
sure they proofread when finished. They will turn their polished entries in for a grade.
Estimated time: 15 minutes.
Optional (an extension for a block schedule or an additional lesson): If you have time and are
so inclined, you can take a moment to teach an important syntactical pattern. Use The AP
Vertical Teams Guide for English. You can make these terms a highlighted portion of today’s
lesson, or you can give it more emphasis and perhaps use it as a means to rewriting for the
students’ journals.
ƒ Using page 37 of The AP Vertical Teams Guide for English, teach students about
sentence length.
ƒ Introduce sentence length: telegraphic, short, medium, and long.
ƒ Short Version: Have the student pinpoint the one telegraphic sentence in Lincoln’s
Second Inaugural Address, “And the war came.” (par. 2). Identify how it is a
telegraphic sentence and how long the sentences are around it. Ask, “What is the
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ƒ
effect of the sentence by making it telegraphic?” The answer is for elevation. Writers
use telegraphics to emphasize an important idea. Long, medium, and short
sentences are very important, too. But the use of a telegraphic sends a distinct
message to the reader. They are also rare. Most major works have only one, or just a
few telegraphic sentences for special emphasis. Have them take home their journals
to rewrite and improve. Instruct them to find one special place in their journal to use a
telegraphic sentence for emphasis.
Long Version: Have half the class take Lincoln’s speech home and count how many
words are in each sentence. Instruct them to make a chart of each sentence and its
length. (They will find only one telegraphic.) Have the second half of the class take
home the Daudet story and count each word in each sentence. Tell them to make a
chart of each sentence’s length. They will find some rhetorical fragments, which we
can consider telegraphics. They emphasize specific feelings from the speaker. Look
at such examples as “My last French lesson! (par. 14) or the one truly telegraphic
sentence: “See how it is! (par. 12). For homework, they can complete these charts
and rewrite their journals, finding one special place for a telegraphic sentence. Plan
to discuss or write about why the student made that specific choice.
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Which is fiction? Which is non-fiction?
A short story about a talking duck
An article from an encyclopedia about dogs
A biography on Thomas Jefferson
A nursery rhyme
A story about Dr. Martin Luther King, Jr.
A how-to speech
An article about the Space Shuttle
A novel
A play or musical
The movie: Spiderman 2
A Halloween horror story
One of your own journal entries
A fairy tale
A tall tale
A travelogue
A Greek myth
A fable
A presidential address
An essay about ice cream
A Charlie Brown comic
A science textbook
A user’s manual for a DVD player
A television documentary on Italy
A chart or diagram of vital statistics
A vampire story
A blueprint for a new house
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Abraham Lincoln's Second Inaugural Address, March 4, 1865
Notes and questions to answer
about what I am reading.
1
2
3
4
Fellow countrymen: At this second appearing to
take the oath of the presidential office, there is less
occasion for an extended address than there was
at the first. Then a statement, somewhat in detail,
of a course to be pursued, seemed fitting and
proper. Now, at the expiration of four years, during
which public declarations have been constantly
called forth on every point and phase of the great
contest which still absorbs the attention and
engrosses the energies of the nation, little that is
new could be presented. The progress of our arms,
upon which all else chiefly depends, is as well
known to the public as to myself; and it is, I trust,
reasonably satisfactory and encouraging to all.
With high hope for the future, no prediction in
regard to it is ventured.
On the occasion corresponding to this four years
ago, all thoughts were anxiously directed to an
impending civil war. All dreaded it—all sought to
avert it. While the inaugural address was being
delivered from this place, devoted altogether to
saving the Union without war, insurgent agents
were in the city seeking to destroy it without war—
seeking to dissolve the Union, and divide effects,
by negotiation. Both parties deprecated war; but
one of them would make war rather than let the
nation survive; and the other would accept war
rather than let it perish. And the war came.
One-eighth of the whole population were colored
slaves, not distributed generally over the Union, but
localized in the Southern part of it. These slaves
constituted a peculiar and powerful interest. All
knew that this interest was, somehow, the cause of
the war. To strengthen, perpetuate, and extend this
interest was the object for which the insurgents
would rend the Union, even by war; while the
government claimed no right to do more than to
restrict the territorial enlargement of it.
Neither party expected for the war the magnitude
or the duration which it has already attained.
Neither anticipated that the cause of the conflict
might cease with, or even before, the conflict itself
should cease. Each looked for an easier triumph,
and a result less fundamental and astounding. Both
read the same Bible, and pray to the same God;
and each invokes his aid against the other. It may
seem strange that any men should dare to ask a
just God's assistance in wringing their bread from
What is paragraph one
mainly about?
What do these words
mean?
avert:
insurgent agents:
deprecated:
perish:
What important details do you see
about slavery in the South?
What sentences can you underline
that seem to show how north and
south are equal?
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the sweat of other men's faces; but let us judge
not, that we be not judged. The prayers of both
could not be answered—that of neither has been
answered fully.
5
The Almighty has his own purposes. "Woe unto the
world because of offenses! for it must needs be
that offenses come; but woe to that man by whom
the offense cometh." If we shall suppose that
American slavery is one of those offenses which, in
the providence of God, must needs come, but
which, having continued through his appointed
time, he now wills to remove, and that he gives to
both North and South this terrible war, as the woe
due to those by whom the offense came, shall we
discern therein any departure from those divine
attributes which the believers in a living God
always ascribe to him? Fondly do we hope—
fervently do we pray—that this mighty scourge of
war may speedily pass away. Yet, if God wills that
it continue until all the wealth piled by the
bondsman's two hundred and fifty years of
unrequited toil shall be sunk, and until every drop
of blood drawn by the lash shall be paid by another
drawn with the sword, as was said three thousand
years ago, so still it must be said, "The judgments
of the Lord are true and righteous altogether."
What conclusions can you draw about
what President Lincoln thinks about
God’s role in the war?
6
With malice toward none; with charity for all; with
firmness in the right, as God gives us to see the
right, let us strive on to finish the work we are in; to
bind up the nation's wounds; to care for him who
shall have borne the battle, and for his widow, and
his orphan--to do all which may achieve and
cherish a just and lasting peace among ourselves,
and with all nations.
What changes does Lincoln hope to
see in America now that the war is
over?
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Reading Comprehension Questions
Based on your reading of the speech and note-taking, respond to the following items.
1. What is the first paragraph mainly about?
a.
b.
c.
d.
How both the north and the south feared a civil war
How Lincoln feels hopeful for the future of America
How four years has passed by
How Lincoln’s next term as president will be better than the last
2. The word avert in paragraph two most clearly means
a.
b.
c.
d.
begin
start over from scratch
prevent
pause
3. The phrase insurgent agents in paragraph two most clearly means
a.
b.
c.
d.
supporters
co-workers
rebels
teachers
4. The word perish in paragraph two most clearly means
a.
b.
c.
d.
die
lose control
rise again
grow
5. Which sentence from the speech supports the idea that the issue of slavery was one major cause
of the Civil War?
a.
b.
c.
d.
“One-eighth of the whole population were colored slaves”
“localized in the Southern part of it”
“These slaves constituted a peculiar and powerful interest.”
“the government claimed no right to do more than to restrict the territorial enlargement of it.”
6. Why does President Lincoln say that Northerners and Southerners believed in God, but their
prayers could not be “answered fully”?
a.
b.
c.
d.
He means that both North and South share similarities.
He means that all people from the United States have reading ability.
He believes that the two parties judge each other.
He believes that the war affected northern life more than southern life.
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7. Paragraph five is important to the speech because it helps the reader understand
a.
b.
c.
d.
8.
how Lincoln hopes the country will heal after the war.
how humans angered their God.
how the war still has the possibility of returning.
how many wounds must be healed before the war is truly over.
Look at the diagram about information from the story.
CAUSE
EFFECT
The United States
will achieve peace.
Which of these details belongs in the box labeled “CAUSE”?
a.
b.
c.
d.
Northerners must give in to Southerners.
Lincoln will lead the mission to end the war.
All must be friendly to those who do not originate from America.
We must do everything in our power to discourage hatred and encourage good will.
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One-Two-Three
Use this strategy for making your best guess at what an unfamiliar word means. Using this method will
prove as easy as “One-two-three.”
One
Write down your unfamiliar
words in this column.
Example:
Peruse
Two
Write down the words and
phrases near your word that
seem to help suggest the
meaning of the unfamiliar
word. Remember, some
words will contrast your word,
which also helps determine
meaning.
“skim” (contrast),
“thoroughly,” “read along,” and
“examination”
Three
Write down your own definition
of the unfamiliar word.
Remember to keep your part
of speech consistent!
Peruse – to read carefully
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
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THE LAST LESSON
By Alphonse Daudet
Notes about what I am reading.
I started for school very late that morning and was in
great dread of a scolding, especially because M. Hamel had
said that he would question us on participles, and I did not know
the first word about them. For a moment I thought of running
away and spending the day out of doors. It was so warm, so
bright! The birds were chirping at the edge of the woods; and
in the open field back of the saw-mill the Prussian soldiers
were drilling. It was all much more tempting than the rule for
participles, but I had the strength to resist, and hurried off to school.
When I passed the town hall there was a crowd in front of
the bulletin-board. For the last two years all our bad news had
come from there—the lost battles, the draft, the orders of the
commanding officer—and I thought to myself, without stopping:
"What can be the matter now?"
Then, as I hurried by as fast as I could go, the blacksmith,
Wachter, who was there, with his apprentice, reading the bulletin,
called after me: "Don't go so fast, bub; you'll get to your school
in plenty of time!"
I thought he was making fun of me, and reached M. Hamel's
little garden all out of breath.
Usually, when school began, there was a great bustle,
5
which could be heard out in the street, the opening and closing
of desks, lessons repeated in unison, very loud, with our hands
over our ears to understand better, and the teacher's great ruler
rapping on the table. But now it was all so still! I had counted
on the commotion to get to my desk without being seen; but,
of course, that day everything had to be as quiet as Sunday
morning. Through the window I saw my classmates, already in
their places, and M. Hamel walking up and down with his terrible
iron ruler under his arm. I had to open the door and go in
before everybody. You can imagine how I blushed and how
frightened I was.
But nothing happened, M. Hamel saw me and said very
kindly: "Go to your place quickly, little Franz. We were beginning
without you."
I jumped over the bench and sat down at my desk. Not till
then, when I had got a little over my fright, did I see that our
teacher had on his beautiful green coat, his frilled shirt, and the
little black silk cap, all embroidered, that he never wore except
on inspection and prize days. Besides, the whole school seemed
so strange and solemn. But the thing that surprised me most
was to see, on the back benches that were always empty, the
village people sitting quietly like ourselves; old Hauser, with his
three-cornered hat, the former mayor, the former postmaster, and
several others besides. Everybody looked sad; and Hauser had brought
an old primer, thumbed at the edges, and he held it open on
his knees with his great spectacles lying across the pages.
While I was wondering about it all, M. Hamel mounted
his chair, and, in the same grave and gentle tone which he had
used to me, said: "My children, this is the last lesson I shall give
you. The order has come from Berlin to teach only German in
the schools of Alsace and Lorraine. The new master comes
tomorrow. This is your last French lesson. I want you to be very
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attentive."
What a thunder-clap these words were to me!
Oh, the wretches; that was what they had put up at the townhall!
My last French lesson! Why, I hardly knew how to write!
I should never learn any more! I must stop there, then! Oh, how
sorry I was for not learning my lessons, for seeking birds' eggs,
or going sliding on the Saar! My books, that had seemed such a
nuisance a while ago, so heavy to carry, my grammar, and my
history of the saints, were old friends now that I couldn't give up.
And M. Hamel, too; the idea that he was going away, that I should
never see him again, made me forget all about his ruler and how
cranky he was.
Poor man! It was in honor of this last lesson that he had put
on his fine Sunday-clothes, and now I understood why the old
men of the village were sitting there in the back of the room. It was
because they were sorry, too, that they had not gone to school
more. It was their way of thanking our master for his forty years
of faithful service and of showing their respect for the country that
was theirs no more.
While I was thinking of all this, I heard my name called.
It was my turn to recite. What would I not have given to be
able to say that dreadful rule for the participle all through, very
loud and clear, and without one mistake? But I got mixed up on
the first words and stood there, holding on to my desk, my heart
beating, and not daring to look up. I heard M. Hamel say to me:
"I won't scold you, little Franz; you must feel bad enough.
See how it is! Every day we have said to ourselves: 'Bah! I've
plenty of time.I'll learn it to-morrow.' And now you see where we've
come out. Ah, that's the great trouble with Alsace; she puts off
learning till tomorrow. Now those fellows out there will have the
right to say to you: 'How is it; you pretend to be Frenchmen, and yet
you can neither speak nor write your own language?' But you are
not the worst, poor little Franz. We've all a great deal to reproach
ourselves with.
"Your parents were not anxious enough to have you learn.
They preferred to put you to work on a farm or at the mills, so
as to have a little more money. And I? I've been to blame also.
Have I not often sent you to water my flowers instead of learning
your lessons? And when I wanted to go fishing, did I not just give
you a holiday?"
Then, from one thing to another, M. Hamel went on to
talk of the French language, saying that it was the most beautiful
language in the world—the clearest, the most logical; that we
must guard it among us and never forget it, because when a people
are enslaved, as long as they hold fast to their language it is as if
they had the key to their prison. Then he opened a grammar and
read us our lesson. I was amazed to see how well I understood it.
All he said seemed so easy, so easy! I think, too, that I had
never listened so carefully, and that he had never explained
everything with so much patience. It seemed almost as if the poor
man wanted to give us all he knew before going away, and to put
it all into our heads at one stroke.
After the grammar, we had a lesson in writing. That day
M. Hamel had new copies for us, written in a beautiful round
hand: France, Alsace, France, Alsace. They looked like little
10
15
©2006 Texas Education Agency
171
flags floating everywhere in the school-room, hung from the
rod at the top of our desks. You ought to have seen how every
one set to work, and how quiet it was! The only sound was the
scratching of the pens over the paper. Once some beetles flew
in; but nobody paid any attention to them, not even the littlest
ones, who worked right on tracing their fish-hooks, as if that
was French, too. On the roof the pigeons cooed very low, and
I thought to myself: "Will they make them sing in German, even
the pigeons?"
Whenever I looked up from my writing I saw M. Hamel
sitting motionless in his chair and gazing first at one thing,
then at another, as if he wanted to fix in his mind just how
everything looked in that little school-room. Fancy! For forty
years he had been there in the same place, with his garden outside
the window and his class in front of him, just like that. Only the
desks and benches had been worn smooth; the walnut-trees in the
garden were taller, and the hop-vine, that he had planted himself
twined about the windows to the roof. How it must have broken
his heart to leave it all, poor man; to hear his sister moving about
in the room above, packing their trunks! For they must leave the
country next day.
But he had the courage to hear every lesson to the very
last. After the writing, we had a lesson in history, and then the
babies chanted their ba, be, bi, bo, bu. Down there at the
back of the room old Hauser had put on his spectacles and,
holding his primer in both hands, spelled the letters with them.
You could see that he, too, was crying; his voice trembled with
emotion, and it was so funny to hear him that we all wanted to
laugh and cry. Ah, how well I remember it, that last lesson!
All at once the church-clock struck twelve. Then the Angelus.
At the same moment the trumpets of the Prussians, returning from
drill, sounded under our windows. M. Hamel stood up, very pale,
in his chair. I never saw him look so tall.
"My friends," said he, "I--I--" But something choked him. He
could not go on.
Then he turned to the blackboard, took a piece of chalk, and,
bearing on with all his might, he wrote as large as he could:
"Vive La France!"
Then he stopped and leaned his head against the wall, and,
without a word, he made a gesture to us with his hand; "School
is dismissed—you may go."
20
©2006 Texas Education Agency
172
Reading Check
Directions: Answer the following questions regarding, “The Last Lesson.” (12.5 points each)
1. Which statement best reflects Franz’s change in attitude by the end of the story?
a.
b.
c.
d.
Franz thinks his lessons are not important after all.
Franz believes that careful attention to details will help him learn German grammar better.
Franz sees that he understands the material M. Hamel wants Franz to learn.
Franz sees the disappointment in M. Hamel, which makes him want to work harder.
2. Why does Franz decide to go to school after all?
a.
b.
c.
d.
He is forced to by Prussian soldiers.
He has to turn in his assignment on participles.
He gathers the energy to show up.
He hears M. Hamel calling him.
3. In paragraph four, what is the meaning of the word bustle?
a.
b.
c.
d.
commotion
silence
bell
society
4. Which sentence tells you that the school-house looks different on this day?
a.
b.
c.
d.
“Through the window I saw my classmates, already in their places”
“I had to open the door and go in before everybody.”
“’Go to your place quickly, little Franz. We were beginning without you.’”
“But the thing that surprised me most was to see, on the back benches that were always empty,
the village people sitting quietly like ourselves;”
5. The reader can conclude that
a.
b.
c.
d.
M. Hamel does not teach very well.
M. Hamel must have extra school supplies ready for the townspeople.
usually, M. Hamel dresses more casually.
M. Hamel will soon deliver his last lesson in French.
6. Paragraph eight is important to the story because
a.
b.
c.
d.
M. Hamel has accepted another teaching position.
the world war will change the townspeople’s lives.
earlier, Franz read the bulletin at the town hall.
M. Hamel has been taking German lessons.
©2006 Texas Education Agency
173
7. The author probably wrote this story mainly to
a.
b.
c.
d.
show how one student can make a difference in a teacher’s life.
portray the Prussians as bad influences on the French.
describe the personal effects of war on a people.
illustrate how difficult writing instruction can be in France.
8. Read the following sentence, which begins a summary of the story.
Franz decides to go to school even though he is tempted not to.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Which set of sentences best completes the summary?
a. His teacher informs the class that today will be the final day the students will learn in French. The
townspeople come to make sure M. Hamel is doing his job.
b. He finds that on this day, he will learn his last French lesson. Franz decides to work hard in honor
of his teacher and his country.
c. The townspeople enter to listen to the lesson. They help the students with their grammar
instruction.
d. Franz decides to work hard on his grammar lesson. Half-way through his assignment, he is
interrupted by Prussian soldiers who stop the school day.
Bonus 5 points!
9. An idea presented in both Lincoln’s Second Inaugural Address and this story is
a.
b.
c.
d.
that the impact of war always alters language.
that even children are affected daily by war.
the future of the country and its feelings of pride.
that war affects the nation on a personal level.
©2006 Texas Education Agency
174
Grade 7
TEKS and AP* objectives demonstrated** (pdf)
Lesson-The Search for Common Ground
The classroom curriculum should provide students a challenging framework of lessons designed to
help them "navigate" important, often difficult, material. —Sharon Kingston, original committee
member
[printer-friendly]
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
175
Grade 7 TEKS and AP* Objectives in Sample Lesson
Texas Essential Knowledge and Skills
b 7 (B) read regularly in instructional-level
materials that are challenging but manageable
(texts in which no more than 1 in 10 words is
difficult for the reader)
b 9 (F) distinguish denotative and connotative
meanings
b 10 (A) use his/her own knowledge and
experience to comprehend
b 10 (B) establish and adjust purposes for reading
such as reading to find out, to understand, to
interpret, to enjoy, and to solve problems
b 10 (C) monitor his/her own comprehension and
make modifications when understanding breaks
down such as by rereading a portion aloud, using
reference aids, searching for clues, and asking
questions
b 10 (F) determine a text’s main (or major) ideas
and how those ideas are supported with details
b 10 (G) paraphrase and summarize text to recall,
inform, or organize ideas
b 10 (H) draw inferences such as conclusions or
generalizations and support them with text
evidence and experience
b 10 (I) find similarities and differences across texts
such as in treatment, scope, or organization
Advanced Placement Program*
Goals and Expectations**
Read complex texts with understanding.
Develop a wide-ranging vocabulary used
appropriately and effectively.
Develop a wide-ranging vocabulary used with
denotative accuracy and connotative
resourcefulness.
Read complex texts with understanding.
Read complex texts with understanding.
Make careful observations of textual detail.
Read complex texts with understanding.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections
between writing and interpretive skills in reading.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
176
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
b 10 (J) distinguish fact and opinion in various texts
b 10 (K) answer different types and levels of
questions such as open-ended, literal, and
interpretative as well as test-like questions such as
multiple choice, true-false, and short answer
b 10 (L) represent text information in different ways
such as in outline, timeline, or graphic organizer
b 11 (A) offer observations, make connections,
react, speculate, interpret, and raise questions in
response to texts
Gain awareness of how writing style has changed
dramatically through history, and its existence in
many national and local varieties.
Read primary and secondary source material
carefully, and synthesize material from these texts
in student compositions.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Make careful observations of textual detail.
Establish connections among observations.
b 11 (B) interpret text ideas through such varied
means as journal writing, discussion, enactment,
and media
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
177
•
understanding of their multiple meanings.
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Make careful observations of textual detail.
Establish connections among observations.
b 11 (C) support responses by referring to relevant
aspects of text and his/her own experiences
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Make careful observations of textual detail.
Establish connections among observations.
b 11 (D) connect, compare, and contrast ideas,
themes, and issues across text
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Read complex texts with understanding.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Make careful observations of textual detail.
Establish connections among observations.
b 12 (A) identify the purposes of different types of
texts such as to inform, influence, express, or
entertain
b 12 (F) analyze characters, including their traits,
motivations, conflicts, point of view, relationships,
and changes they undergo
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Read complex texts with understanding.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections
between writing and interpretive skills in reading.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
178
•
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Underscore the commonalities and distinctive
elements of evocative literary language.
b 12 (G) recognize and analyze story plot, setting
and problem resolution
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Underscore the commonalities and distinctive
elements of evocative literary language.
b 12 (H) describe how the author’s perspective or
point of view affects the text
b 12 (J) recognize and interpret literary devices
such as flashback, foreshadowing, and symbolism
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
179
•
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Underscore the commonalities and distinctive
elements of evocative literary language.
b 12 (K) recognize how style, tone, and mood
contribute to the effect of the text
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Reflect on the link between grammar and style.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Underscore the commonalities and distinctive
elements of evocative literary language.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
180
b 15 (A) write to express, discover, record,
develop, reflect on ideas, and to problem solve
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public
policies, from imaginative literature to popular
culture.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through
diction and sentence structure.
Write for a variety of purposes.
Write thoughtfully and reflectively about
composition process.
Vary writing experiences for literary works
depending upon the following purposes: writing to
understand, writing to explain, and writing to
evaluate.
Develop an effective use of rhetoric, including
controlling tone, maintaining a consistent voice,
and achieving emphasis through parallelism and
antithesis.
Write to understand through the use of response
and reaction papers, annotation, freewriting, and
reading journals.
Write to explain through the use of
analysis/interpretation and brief focused analyses
on aspects of language and structure.
Write to evaluate through the use of judgments
about a work’s artistry, and explore a work’s
underlying social and cultural values through
analysis, interpretation, and argument.
Write to explore, discovering ideas through the
process of writing about text.
b 15 (F) choose the appropriate form for his/her
own purpose for writing, including journals, letters,
Write effectively under time constraints.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
181
editorials, reviews, poems, presentations,
narratives, reports, and instructions
b 15 (F) choose the appropriate form for his/her
own purpose for writing such as journals, letters,
editorials, reviews, poems, memoirs, narratives,
and instructions
subjects from personal experiences to public
policies, from imaginative literature to popular
culture.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’ strategies.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
b 18 (A) generate ideas and plans for writing by
using prewriting strategies such as brainstorming,
graphic organizers, notes, and logs
Write to understand throught the use of response
and reaction papers, annotation, freewriting, and
reading journals.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Write essays that proceed through several stages
or drafts, with revision aided by teacher and peers.
Construct essays with logical organization,
enhanced by specific techniques to increase
coherence, such as repetition, transitions, and
emphasis.
Apply effective writing strategies and techniques.
b 22 (B) interpret important events and ideas
gathered from maps, charts, graphics, video
segments, or technology presentations
Move effectively through the stages of the writing
process, with careful attention to inquiry and
research, drafting, revising, editing, and reviewing.
Use graphics and visual images in texts published
in print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate – make and explain judgments
about a work’s artistry, and explore a work’s
underlying social and cultural values through
analysis, interpretation, and argument.
Make careful observations of textual detail.
b 22 (C) use media to compare ideas and points of
view
Establish connections among observations.
Use graphics and visual images in texts published
in print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
182
Analyze images as text.
b 23 (C) evaluate the purposes and effects of
varying media such as film, print, and technology
presentations
Establish connections among observations.
Use graphics and visual images in texts published
in print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate – make and explain judgments
about a work’s artistry, and explore a work’s
underlying social and cultural values through
analysis, interpretation, and argument.
Make careful observations of textual detail.
b 23 (D) evaluate how different media forms
influence and inform
Establish connections among observations.
Use graphics and visual images in texts published
in print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Write to evaluate – make and explain judgments
about a work’s artistry, and explore a work’s
underlying social and cultural values through
analysis, interpretation, and argument.
b 24 (A) select, organize, or produce visuals to
complement and extend meanings
Establish connections among observations.
Use graphics and visual images in texts published
in print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
183
Grade 7 Sample Lesson
The Search for Common Ground
Unraveling meaning by understanding tone, imagery, point-of-view, word choice,
setting, characterization, symbols, and conflict to discover its effects in written text
Contributed by Stefanie Bush, Galena Park Independent School District, Houston, TX
(Click here for downloadable MS Word Version.)
Time Needed:
Eight 50-minute class periods
Materials/Resources Needed:
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
•
Various pictures from history showing the treatment of slaves, the underground railroad, soldiers
from the Civil War, Lincoln giving his second inaugural address, destruction from war, and actual
war scenes (Each student will receive a set of pictures. To save time, cut pictures and have each
set in a baggie.)
Sentence strips – two per student
3x5 note cards (Students will need one note card per picture. If students have eight pictures,
they will need eight note cards.)
Glue sticks
Pencil/paper
Copies of Abraham Lincoln’s Second Inaugural Address – one per student
Inaugural Address Student Organizer – one per student
Inaugural Address Essay Assessment – one per student
Music that has various shifts in tone (“Reflections of Earth” from the Illuminations: Tapestry of
Dreams CD (Buena Vista Records) is perfect for this activity.)
“The Last Lesson” Activity Sheet 1 - one per student
“The Last Lesson” Activity Sheet 2 - one per student
Scissors
Copies of “The Last Lesson” by Alphonse Daudet – one per student
Large white paper
Colored pencils
Chart paper
Sticky notes - three per group
Markers
“The Last Lesson” Short Answer Assessment – one per student
Copies of Armed Conflicts, 1999-2004
Viewing and Representing Discussion Guide
©2006 Texas Education Agency
184
Class Period 1—Picture scramble to build background knowledge for Lincoln’s Second Inaugural Address
•
Preparation and Instruction
o
o
o
o
o
o
o
Students may work in groups; however, each student is responsible for the activity.
Instruct students to tape the two sentence strips together—end to end.
Using the photographs, have students create a cause/effect timeline. Although the teacher
may have a preferred order, allow students time to discuss and pick out details that create a
logical cause/effect timeline according to the details they see from the pictures.
Have students compare their sequence of events with their group members.
Once a logical cause/effect order has been established, have students glue their pictures
onto the sentence strips. If the teacher has chosen pictures that reflect a specific progression
through time, this is the appropriate point in the lesson to correct students and adjust
knowledge.
Glue a note card above each picture. Have students write their cause or effect on each note
card.
Using the timeline as a guide, allow students time to discuss their thoughts and ideas about
the people and events that surrounded the Civil War. Discuss the tone portrayed in each
picture.
Class Period 2—Discover Writing to understand point-of-view
•
Preparation and Instruction
o
o
o
o
o
o
o
o
Students will use their timelines as a reference tool while listening to the instrumental music.
Instruct students to first listen to the music and then identify a specific person in one of the
pictures that reflects the specific tone of the music. Once they have identified the person,
they should begin writing from that person’s point of view. (For example, if they hear
repetitive drums in the music and that makes them think of the soldier on the horse marching
to battle, they begin writing from the soldier’s point of view.) Students should write in first
person. Instruct students to consider what they think the person is thinking or wondering. Is
the person worrying, being confident, or finding hope in something?
Each time the music shifts, have students choose a different point of view from which to write.
Students should change personas approximately every four to five minutes. Students will not
write about every person in the pictures. It may be necessary to repeat the music.
When students are finished writing, have them underline their best sentence, phrase, or even
word within each point of view. There is no minimum or maximum. If the student loves the
entire entry, he or she may underline the entire entry. He or she may simply underline a
phrase or one vivid verb.
Instruct students to do a read around. Do not require a specific path. Allow students to read
their underlined parts as they fit in with the other readings. It is appropriate to have pauses
between readings.
Record the reading and replay it for students. Students will want to create a second and third
poem once they hear the beauty and power of their words.
Publish and post poems around the room with sample timelines or create a Civil War poetry
book.
Discuss the variety of people represented within each picture. Discuss the difficulty Lincoln
must have faced when writing a speech that had to relate to each of these audiences. What
might each person want to hear about? What tone should Lincoln have in his speech?
Should the tone change based on the audience? Consider the following organizer:
Audience
What question(s) might they want answered
from their president?
Soldier wounded in war
©2006 Texas Education Agency
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Freed slave
Slave owner
Grieving mother
Class Period 3—Selective highlighting and graphic organizer to read closely
•
Preparation and Instruction
o
o
o
Read Lincoln’s Second Inaugural Address aloud. Do not make any marks on the text.
Read Lincoln’s Second Inaugural Address a second time. During this reading, instruct
students to underline sentences, phrases, or words from the speech that create an image.
Instruct students to complete Inaugural Address Student Organizer.
Class Period 4—Timed writing to allow students to synthesize information from the text and graphic
organizer into an essay
•
Preparation and Instruction
o
Allow students to use their organizers and text to respond to Inaugural Address Essay
Assessment.
Class Period 5—Word puzzle to make predictions and to establish purpose for reading Alphonse
Daudet’s “The Last Lesson”
•
Preparation and Instruction
o
o
o
o
o
o
o
o
o
o
Students may work in groups; however, each student is responsible for the activity.
Instruct students to read the group of words found on “The Last Lesson” Activity Sheet 1.
Students should discuss what they think the text will be about based on the list of words.
Have students make a list of statements they think will be true based on the words.
Categorize the words from activity 1 into the four categories on “The Last Lesson” Activity
Sheet 2. Explain to students that there is no right answer.
What group of words do you think will be part of the conflict?
Which words do you think represent characters in the text?
Identify which words represent a possible setting for the story.
Which nouns do you think will become symbols?
Based on the categories, students should add to their lists of statements.
Analyze how each category relates to the other category. For example, how do the list of
words under setting relate to the list of words under character? How would you connect the
two lists of words? What inferences can you make about the characters? Is there a
relationship between the list of symbols and the suggested conflict(s)?
Allow students to move words into different categories as they discover relationships and
connections between the words. Once students have a preferred grouping, allow them to
glue their words.
Class Period 6—Mind Map to help students creatively organize and connect details; encourage close
reading of text
•
Preparation and Instruction
©2006 Texas Education Agency
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o
o
o
Read “The Last Lesson” by Alphonse Daudet.
Have students create a Mind Map for the story.
ƒ Write the title in the center of the paper.
ƒ Add four branches to represent the four categories: conflict, characters, symbols,
setting. Students should use a different color for each branch.
ƒ Use the text to add specific details to the branches. Students should use symbols,
pictures, colors, and shapes to make a creative representation of the literature. If
students use words from the text, print the words on curved lines using lower and
UPPER case letters. If the word is very important make it LARGER than less
important words. When students identify important connections, use arrows.
ƒ Be creative! Have fun!!
Allow time for students to return to “The Last Lesson” Activity Sheet 2 to confirm or correct
the words in each category. Review the list of statements they made prior to reading. Based
on the reading, are the statements true?
Class Period 7—Tour de knowledge to allow students an opportunity to clarify comprehension through
discussion and to ask probing questions
•
Preparation and Instruction
o
o
o
o
o
o
Have students work in groups of three to develop questions based on the text. Explain to
students that they are not answering the questions. They are making a list of questions that
they would like other class members to think about. These questions are often about
connections. Students know a connection is being made, but they may not know how, why,
or what.
While students are working, post the chart paper around the room. If you have 6 groups, you
need 6 pieces of chart paper. Hang the paper where groups can move freely around them.
Each group should identify three of their best questions. Print one question on each sticky
note.
Take up the sticky notes and group them. Often students have the same questions. If a
question is asked more than once, it is a great question to use for this activity. Choose the 6
most thought provoking questions. Stick one question in the middle of each of the pieces of
chart paper. Give each group a different colored marker so that you know how each group
answered the question.
Allow students 3-4 minutes to rotate around to each question. Students should read the
questions, discuss possible answers, decide on the best answer, and record it on the chart
paper. Instruct students to stay at their station until you signal for the entire class to rotate.
Students must offer a different answer from the prior groups. Each question should have
several possible answers.
Once students have had the opportunity to answer each question, discuss insightful answers
and realizations/discoveries about the text.
Class Period 8—Assessment
•
Preparation and Instruction
o
Have students complete “The Last Lesson” Short Answer Assessment.
Class Period 9—Guided discussion of visual material to engage students in conversation to evaluate and
analyze text
•
Preparation and Instruction
©2006 Texas Education Agency
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o
o
Have students work in groups to analyze the visual, Armed Conflicts, 1999-2004. Instruct
students to use the Viewing and Representing Discussion Guide to move the conversation
forward. Students must manage time wisely in order to address each question.
Students must defend and challenge ideas expressed from peers.
©2006 Texas Education Agency
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Inaugural Address Student Organizer
I.
The speaker uses imagery to create a(n) _____________________ tone.
Quote from text that created an
image:
Describe the image that was
created:
What effect does this choice
have on the tone of the text?
Paragraph One:
Paragraph Two:
Paragraph Three:
Paragraph Four:
©2006 Texas Education Agency
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Inaugural Address Student Organizer
(cont’d)
II.
The speaker uses word choice to create a(n) ___________________ tone.
Word choice from the text:
Why did the speaker use this
word or group of words as
opposed to other choices?
What effect does this choice
have on the tone of the text?
Paragraph One:
Paragraph Two:
Paragraph Three:
Paragraph Four:
©2006 Texas Education Agency
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Inaugural Address Essay Assessment
You know that tone is the way an author’s feelings and attitude toward his or
her subject are expressed. The speaker will carefully choose words and
images to create a tone.
Read Abraham Lincoln’s Second Inaugural Address carefully. Then, in a
well-organized essay, analyze how the speaker uses tone to reveal his attitude
toward all people.
©2006 Texas Education Agency
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“The Last Lesson” Activity Sheet 1
“Vive La France!”
garden
little Franz
courage
late that morning
running away
scolding
commotion
Pigeons
tomorrow
French
anxious
the last lesson
school-room
trembled with emotion
town hall
iron ruler
crowd
time
enslaved
gentle
solemn
©2006 Texas Education Agency
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“The Last Lesson” Activity Sheet 2
Setting
Characters
Symbols
Conflict
©2006 Texas Education Agency
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“The Last Lesson” Short Answer Assessment
You have 50 minutes to respond to the following questions. Each response should be insightful, be well
thought out, and contain evidence from the text when appropriate.
1.
Do you think M. Hamel is justified in retiring his position as master?
2.
How would you characterize little Franz?
3.
What was Daudet’s purpose in writing this story?
4.
What does the garden symbolize?
5.
Identify a major theme for “The Last Lesson.”
6.
Why is the last French lesson so important to the town’s people?
7.
In paragraph 20, something choked M. Hamel and “he could not go on.” What choked him?
8.
What can you infer about the Berlin government?
9.
What two things are being compared in paragraph 16? Why would the author make this
comparison?
Connecting Texts
1.
Identify a common theme between Lincoln’s Second Inaugural Address and “The Last Lesson.”
2.
How are Lincoln and Daudet similar?
3.
How are Lincoln and Daudet different?
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Viewing and Representing Discussion Guide
1. Who created this message?
2. What is the purpose of the message?
3. What techniques are used to attract and hold attention?
4. What point-of-view is represented in this message?
5. What has been left out of this message?
6. What inferences can you make based on the details?
7. What questions are left unanswered?
8. What information would you like to see added to this visual?
Connecting Texts
1. How does the theme of this visual compare to the theme from Lincoln’s Second Inaugural
Address and “The Last Lesson?”
2. Do all three pieces of text share an underlying message?
©2006 Texas Education Agency
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Grade 8
TEKS and AP* objectives demonstrated** (pdf)
Lesson-Deriving Author’s Purpose
The best change was that all my other students also profited from the same methods, same skills.
—Rosa Fonseca, original committee member
[printer-friendly]
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
196
Grade 8 TEKS and AP* Objectives in Sample Lesson
Texas Essential Knowledge and Skills
b 7 (A) read regularly in instructional-level materials
b 8 (A) read classic and contemporary works
b 9 (F) distinguish denotative and connotative
meanings
b 10 (H) draw inferences such as conclusions or
generalizations and support them with text evidence
and experience
b 11 (D) connect compare, and contrast ideas, themes,
and issues across texts
b 12 (H) describe how the author’s perspective or point
of view affects the text
b 14 (B) determine distinctive and common
characteristics of cultures through wide reading
b 15 (A) write to express, discover, record, develop,
reflect on ideas and to problem solve
Advanced Placement Program*
Goals and Expectations**
Read complex texts with understanding.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
Study, intensively, representative works from various
genres and periods, concentrating on works of recognized
literary merit.
Develop a wide-ranging vocabulary used with denotative
accuracy and connotative resourcefulness.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its richness of
meaning and to analyze how that meaning is embodied in
literary form.
Draw from connections a series of inferences leading to an
interpretive conclusion about a piece of writing’s meaning
and value.
Make careful observations of textual detail.
Establish connections among observations.
Become acquainted with a wide variety of prose styles
from many disciplines and historical periods and gain
understanding of the connections between writing and
interpretive skills in reading.
Reflect on the social and historical values a work reflects
and embodies.
Move beyond such programmatic responses as the fiveparagraph essay and place emphasis on content, purpose
and audience.
Write to understand through the use of response and
reaction papers, annotation, free writing, and reading
journals.
Write to explain through the use of analysis/interpretation
and brief focused analyses on aspects of language and
structure.
Write to evaluate through the use of judgments about a
work’s artistry, and explore a work’s underlying social and
cultural values through analysis, interpretation, and
argument.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
197
Grade 8 Sample Lesson
Deriving Author’s Purpose
Analysis of literary devices to determine author’s purpose; examination of similarities
and differences in style
Contributed by Kathy Brown, Gentry Junior School, Baytown, TX
Time Needed:
Eight class periods
Materials/Resources Needed:
•
•
•
•
•
Copies of Abraham Lincoln’s Second Inaugural Address
Copies of “The Last Lesson”
Read Along / Think Aloud instructions
Author’s Purpose activity
Venn Diagram handout
Class Period 1—Reading strategies
•
Preparation and Instruction
o
o
o
Read Lincoln’s Second Inaugural Address using the Read Along / Think Aloud strategy with
students.
Place particular emphasis on clarifying meaning, connotative words, and historical
references.
Be sure students are annotating.
Class Period 2—Determining author’s purpose
•
Preparation and Instruction
o
o
o
Students complete the Author’s Purpose activity.
Allow students to work with a partner pre-assigned by the teacher.
Students will finish for homework if necessary.
Class Period 3—Identifying textual evidence
•
Preparation and Instruction
o
o
Debrief Author’s Purpose activity by conducting a whole-class discussion.
Focus discussion around questions 1-3 and 6-8; use the overhead or chalkboard to keep a
visual record of discussion points.
©2006 Texas Education Agency
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o
o
o
As the discussion progresses, note similarity in responses, but more importantly, when
students offer different responses to the same question, encourage them to support their
answers with specific textual evidence.
Move students away from the idea that there is “one right answer.” Students must become
accustomed to thinking, taking a stance, then supporting it with textual evidence.
Encourage students to add to their responses on the worksheet as other students’ ideas
make sense to them; have them use a different color of ink so that they can see how their
thinking/understanding has changed/deepened.
Class Periods 4-6—Reading strategies, author’s purpose, textual evidence
•
Preparation and Instruction
o
Repeat days 1-3 using “The Last Lesson.”
Class Period 7—Compare and contrast
•
Preparation and Instruction
o
o
o
Students complete the Venn Diagram individually.
Students use annotated texts and Author’s Purpose worksheets to compare and contrast the
two pieces by completing the Venn diagram.
Have students use three different colors of ink or highlighters on the diagram: one for the
difference in Lincoln’s Second Inaugural Address, one for the differences in “The Last
Lesson,” and one for the similarities in the two pieces.
Class Period 8—Paragraph writing
•
Preparation and Instruction
o Students construct a paragraph.
ƒ
ƒ
There are many possibilities at this point for student writing.
Consider having the students write a paragraph of 5-8 sentences on one or more of
the following topics:
° comparing and contrasting the two pieces overall;
° comparing the two pieces only;
° contrasting the two pieces only; or
° choosing one specific criterion from the Venn diagram (such as tone or
literary devices) to compare and/or contrast.
©2006 Texas Education Agency
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Read Along / Think Aloud
What is it?
• A model for students to learn and utilize the thought processes of an effective reader
• A way of defining for students’ skills and terms targeted in the selection
• A method for students to internalize and transfer the reading skills to their own independent
analyses
Uses:
•
•
•
•
•
•
To introduce new terms in literary analysis
To introduce a new reading assignment
To deepen comprehension of a selection
To deal with a more difficult reading level or concept
To focus reader attention or place emphasis on a specific skill or excerpt
To slow the reading process and make the reader aware of his or her metacognitive processes
Procedures:
• Students are given a copy of the text so they may annotate the targeted skills or objectives.
• As the teacher reads the piece aloud, he or she provides a running commentary of the thought
processes of an effective reader, including stops for
o discussion;
o clarification;
o elaboration;
o extension; and
o definition, identification.
• Students mark the text according to teacher instruction.
• As students’ skills advance, teacher guidance will diminish and students will mark more
independently.
Step 1:
; Select a passage to read aloud that contains outstanding examples of skills for emphasis.
The passage should be of moderate difficulty, so it is neither too hard to understand, nor too
easy to spot the examples.
Step 2:
; Talk through the thinking processes used as reading difficulties/skills appear, modeling the
appropriate problem-solving/annotation strategies. Remember the following points:
9 Make predictions.
9 Describe the picture you are forming in your head from the information.
9 Make analogies (linking prior knowledge to new information in the text).
9 Verbalize confusing points (monitoring ongoing comprehension).
9 Model “fix up” strategies (correcting lagging comprehension, annotation tips, dealing
with dual comprehension).
Step 3:
; Continue reading passages aloud, but gradually make fewer verbal remarks. Begin to wean
students from depending on your thought processes, to developing their own processes and
strategies.
©2006 Texas Education Agency
200
Author’s Purpose
Read the assigned passage and answer the questions that follow. Be sure to cite evidence from the passage for
support where necessary.
1. List the emotionally charged (connotative) words the author uses in this passage.
2. What inferences can you make about the author’s attitude (tone) toward the subject by looking at
the words listed in question #1? Be sure to explain how and why these words suggest the
author’s attitude.
3. Study the list of devices below. Place a check mark by any of the devices used by the writer in
this passage.
_____ Simple diction
_____ Figurative language
_____ Simple sentence structure
_____ Humor
_____ Vivid imagery
_____ Archetypes
_____ Sound devices
_____ Repetition
_____ Specialized vocabulary or jargon
_____ Literal language
_____ Complex sentence structure
_____ Irony
_____ Foreshadowing
_____ Suspense
_____ A listing of details
_____ Parallel structure
_____ Conflict
_____ Other(s) _________________
4. Select a device checked above. ________________________
Quote an example from the passage.
Explain the purpose or effect of the use of the device.
©2006 Texas Education Agency
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5. Select a second device checked above. ________________________
Quote an example from the passage.
Explain the purpose or effect of the use of the device.
6. Who is the intended audience for this passage? Justify your answer with references to the
author’s attitude and the devices used in the passage.
7. What is the author’s purpose in writing the passage? Justify your answer.
8. Does the author achieve his or her purpose? Is it effective? Justify your answer.
©2006 Texas Education Agency
202
203
Author’s Purpose
Audience
Literary Devices
Tone
Connotative words
Same
©2006 Texas Education Agency
Different
Lincoln’s Second Inaugural Address
Different
“The Last Lesson”
Grade 9
TEKS and AP* objectives demonstrated** (pdf)
Lesson-The Power of Language
The AP program gave me hope and confidence that teachers do indeed have the power to effect
change. —Karen Werkenthin, original committee member
[printer-friendly]
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
204
Grade 9 TEKS and AP* Objectives in Sample Lesson
TEKS – English I (Grade 9)
1 (A) write in a variety of forms using effective word
choice, structure, and sentence forms with
emphasis on organizing logical arguments with
clearly related definitions, theses, and evidence;
write persuasively; write to report and describe;
and write poems, plays, and stories
Advanced Placement Program*
Goals and Expectations**
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public
policies, from imaginative literature to popular
culture.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’ strategies.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Compose essays with a variety of sentence
structures, including appropriate use of
subordination and coordination.
Vary writing experiences for literary works
depending upon the following purposes: writing to
understand, writing to explain, and writing to
evaluate.
3 (C) compose increasingly more involved
sentences that contain gerunds, participles, and
infinitives in their various functions
Write to understand through the use of response
and reaction papers, annotation, freewriting, and
reading journals.
Enhance ability to use grammatical conventions
appropriately and develop stylistic maturity in
writing.
Compose essays with a variety of sentence
structures, including appropriate use of
subordination and coordination.
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through
diction and sentence structure.
Apply effective writing strategies and techniques.
Demonstrate understanding and mastery of
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
205
standard written English as well as stylistic
maturity.
4 (D) represent information in a variety of ways
such as graphics, conceptual maps, and learning
logs
7 (B) draw upon his/her background to provide
connection with texts
7 (E) analyze text structures such as compare and
contrast, cause and effects, and chronological
ordering for how they influence understanding
Incorporate subordinate and coordinate
constructions in a variety of sentence structures.
Apply effective writing strategies and techniques.
Analyze images as text.
Evaluate and incorporate reference documents into
researched papers.
Make careful observations of textual detail.
Establish connections among observations.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Make careful observations of textual detail.
Establish connections among observations.
7 (F) identify main ideas and their supporting
details
7 (H) draw inferences such as conclusions,
generalizations, and predictions and support them
from text
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Make careful observations of textual detail.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
206
Make careful observations of textual detail.
Establish connections among observations.
8 (B) read in such varied sources as diaries,
journals, textbooks, maps, newspapers, letters,
speeches, memoranda, electronic texts, and other
media
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections
between writing and interpretive skills in reading.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Study, intensively, representative works from
various genres and periods, concentrating on
works of recognized literary merit.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
10 (B) use elements of text to defend his/her own
responses and interpretations
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Read complex texts with understanding and write
prose of sufficient richness and complexity to
communicate effectively with mature readers.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
207
Produce projects that call on evaluation of the
legitimacy and purpose of sources used.
Formulate varied, informed arguments
Consider each source as a text that was itself
written for a particular audience and purpose
Sort through disparate interpretations to analyze,
reflect upon, and write about a topic and through
such activity enter into conversations with other
writers and thinkers
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Make careful observations of textual detail.
Establish connections among observations.
11 (A) recognize the theme (general observation
about life or human nature) within a text
12 (A) analyze characteristics of text, including its
structure, word choices, and intended audience
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
208
meaning is embodied in literary form.
Make careful observations of textual detail.
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
209
Grade 9 Sample Lesson
The Power of Language
Exploring how visual and textual language impact and create meaning
Contributed by Dr. Teri Marshall, Saint Mary’s Hall, San Antonio, TX
Time Needed:
Four or five 50-minute class periods
Materials/Resources Needed:
•
•
•
•
•
•
•
Copies of Armed Conflicts, 1990-2004
Copies of “The Last Lesson”
Copies of Abraham Lincoln’s Second Inaugural Address
Unlined paper
Language textbook or resource (e.g., Sentence Composing for High School by Don Killgallon1)
that teaches and provides models of sentences using participial phrases
Transparency of Abraham Lincoln’s Second Inaugural Address
Transparency pens
Class Period 1—OPTIC and Think-Pair-Share strategies
•
Preparation and Instruction
o
o
o
o
o
Organize the classroom so that pairs of students can sit together and collaborate on the day’s
activity. Teacher should have partners pre-assigned for this activity, preferably with the
seating assignments labeled on their desks prior to students’ arrival in the classroom. If there
is an odd number of students in a class, then one carefully selected group of three can be
assigned.
In addition, write the letters O, P, T, I, C (see description of OPTIC strategy) vertically on the
board, chart stand, or overhead projector, leaving space out to the side to write the rest of the
words as you teach each step: Overview, Parts, Title, Interrelationships, Conclusion.
Inform students that they will be looking at a variety of texts centered around a common topic
but encompassing different themes. In addition, they will be examining how style contributes
to a writer’s meaning, purpose, and effect.
Tell students that they will be learning a critical strategy for analyzing and interpreting visual
text, one which they can use in any subject area.
Provide students with a copy of the Armed Conflicts, 1999-2004. Have each student get out a
sheet of paper and pen or pencil. Tell students that they will be using Think-Pair-Share as
the discussion strategy for today.
1
Killgallon, D. (1998). Sentence composing for high school: A worktext on sentence variety and maturity.
Boynton/Cook: Portsmouth, NH.
©2006 Texas Education Agency
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o
o
o
o
o
o
o
o
o
o
o
o
o
Give students one minute to jot down a general overview of what they are seeing. You should
expect a very surface look at what the visual seems to include. Write out the word “Overview”
by the “O” on the board.
Tell students that now you will give them two minutes individually to write down every little
piece and part of what they see: names, information, numbers – all elements and details that
seem important. Time the students for two minutes. Write out the words “Parts” by the “P” on
the board.
After the individual brainstorming time, have partners share their details and add information
to their lists.
Next, have students examine closely the words in the caption – highlighting or underlining the
key words. Write out the word “Title” by the “T” on the board.
Have students now work as partners to write down all the connections and relationships they
can find connecting the words in the caption (title) with the parts in the graphic itself. Write the
word “Interrelationships” by the “I” on the board.
Individually, have each student write one or two complete sentences drawing a conclusion
about what the graph shows. Students may compare and contrast countries or draw a
conclusion about the status of stability in a country over time. Write out the word
“Conclusion” by the “C” on the board.
Have each student in each partner set read aloud his or her conclusion to his or her partner.
Have partners provide evidence for their conclusions from the graph and discuss the
similarities and differences in their conclusions.
Ask for partners to volunteer to share their conclusions with the entire class.
Debrief the OPTIC strategy with students.
ƒ Ask them if the strategy worked for them in completing the task successfully.
ƒ Ask them about other graphics that they have used and studied in English classes
and if the OPTIC strategy would be helpful to them in their analysis.
ƒ Ask them how they can use the strategy in other classes.
Tell students that they have learned a strategy highly recommended in Walter Pauk’s book
How to Study in College2. Discuss with students that the OPTIC strategy is a critical strategy
for college-bound students.
Engage students in a brief discussion of the reasons for armed conflicts, the implications, and
the effects. Lead students to describe the effects on the morals and values of a society as
results of wars and armed conflicts: loyalty, hope, friendship, community, unity, tradition,
education.
Prepare students to read the short story “The Last Lesson” by Alphonse Daudet (1840-1897)
by telling them that the author wrote the story as a result of the Franco-Prussian War of 18701871. Have students look for some messages/themes that the author wants to communicate
about the impact of war on a society and its people.
Distribute a copy of “The Last Lesson” as homework reading.
Class Period 2—Providing Evidence, Content/Frame Matrix
•
Preparation and Instruction
o
o
2
Organize the classroom so that pairs of students can sit together and collaborate on the day’s
activity. Teachers should have partners pre-assigned for this activity, preferably with the
seating assignments labeled on their desks prior to students’ arrival in the classroom. If there
is an odd number of students in a class, then one carefully selected group of three can be
assigned.
In addition, draw a Content Frame/Matrix on the board, large sheet of chart paper, or
overhead projector similar to the following example. Teachers may add a blank column for
students to add other themes/messages they may find. Teachers may also change any of the
values/morals to include other areas you may have found in the text.
Pauk, W. (1984). How to study in college. Houghton Mifflin Company: Boston.
©2006 Texas Education Agency
211
o
Although it will be tempting to create a handout of the content frame/matrix for students to fill
in the squares, it is not advisable if the teacher wants to teach students a learning strategy. It
is well documented in the research on strategic instruction that students must do the drawing
of the graphic if transfer to other learning situations is to take place.
Sample Matrix
Loyalty
Hope
Friendship
Education
Community
Unity
Tradition
“The Last
Lesson”
Lincoln’s
Second
Inaugural
Address
o
o
o
o
o
o
o
o
Distribute a sheet of unlined paper to each student. Have students draw the content
frame/matrix you have drawn on the board, chart paper, or overhead projector.
Have students work together as partners to fill in the columns with evidence from the “The
Last Lesson” as to the messages about the tragedies of war. Even though the students are
working as partners, each student must have his or her own individual chart. Tell students
that they need to include as many pieces of evidence under the value/moral that they can find
in the story, understanding that it is possible that not all the values are represented. Indeed,
students may add columns if they find additional morals/values discussed in the story.
Tell students that they should not simply write down the actual words of the text. Evidence
should be written in the form of summaries or paraphrases, with each piece of evidence
identified by its paragraph number.
Allow 20 minutes or so for students to work on their content frames, walking around the room
and providing help and support as needed.
Once students have had some time to work through the story together, engage the class in a
large-group discussion of evidence to support the author’s messages about the tragedies of
war. Teachers may have certain groups come up to write their ideas on the model content
frame or simply record students’ responses as they are discussed. Encourage students to
add detail and information as needed to their content frames.
Tell students that short stories are not the only types of text that speak to a society’s values
and morals. Distribute a copy of Abraham Lincoln’s Second Inaugural Address. Provide
students with the background for the speech that served as part of the prompt for this text on
Question 1 of the 2002 AP English Language Examination, available at:
http://apcentral.collegeboard.com/repository/eng_lang_frq_02_10330.pdf
As a homework assignment, have students read the speech and complete the content
frame/matrix individually at home just like they did with the information from “The Last
Lesson.” Teachers may use the content frame/matrix as an independent practice
assessment.
Have students bring their language/grammar textbooks to class for the next day.
©2006 Texas Education Agency
212
Class Periods 3-5—Participial Phrases
•
Preparation and Instruction
o
o
o
o
o
o
o
o
o
o
o
Organize the classroom so that pairs of students can sit together and collaborate on the day’s
activity. Teacher should have partners pre-assigned for this activity, preferably with the
seating assignments labeled on their desks prior to students’ arrival in the classroom. If there
is an odd number of students in a class, then one carefully selected group of three can be
assigned.
Make a transparency of the speech to use to highlight key sentences that include participial
phrases.
Teachers may collect the completed content frame/matrix for a grade or simply provide some
opening time in class to share students’ ideas and evidence from Lincoln’s Second Inaugural
Address.
Highlight the fact that students probably noted Lincoln’s elaborate language structures. Tell
the students that many writers use phrases and clauses to enhance the meaning, purpose,
and effect of their writing.
Introduce or review the concept of participial phrases and complete some grammar exercises
where students experiment with writing sentences using participial phrases in a variety of
positions within the sentence: sentence opener, subject-verb split, and sentence closer. This
may take the rest of the class period depending on whether the participial phrase is a new
concept for the students.
Have students go back into the speech and highlight the third sentence of paragraph two
(“While the inaugural address was being delivered from this place, devoted altogether to
saving the Union without war, insurgent agents were in the city seeking to destroy it without
war – seeking to dissolve the union, and divide effects, by negation.”) and the first sentence
of paragraph three (“One-eighth of the whole population were colored slaves, not distributed
generally over the Union, but localized in the Southern part of it.”). Model the underlining for
the students using the overhead projector.
Ask students to find the core that is the main clause of the third sentence of paragraph two
(“Insurgent agents were in the city.”). Identify the subject and verb of the main clause.
If students have studied the adverb clause, point that out as the sentence opener. However,
the main phrases to examine are the two participial phrases used as sentence closers, each
one beginning with the participle “seeking.” Lead students in a discussion of the impact of
those two phrases.
ƒ What do the phrases do?
ƒ What would happen to Lincoln’s meaning if they were discarded?
Complete the same process for the first sentence of paragraph three. If students have
studied parallelism, point out the importance of that concept in that particular sentence. The
participial phrases in the first sentence of paragraph three are, once again, used as sentence
closers.
Have students compose a paragraph that elaborates on one or more of the messages,
providing evidence from the text. The paragraph must contain at least two sentences that
imitate the structures of the two sentences with participial phrases from “Lincoln’s Second
Inaugural Address.” Have students label the subject and verb of the sentences they write,
and label the participial phrases as closers.
ƒ Teachers could have students choose which text to write about.
ƒ Teachers could have students write two separate paragraphs: one on each text.
ƒ Teachers could have students write a short essay comparing and contrasting one of
the values/morals as presented by the two authors.
Ensure that one of the criteria on the grading rubric includes an assessment of participial
phrases.
©2006 Texas Education Agency
213
Grade 10
TEKS and AP* objectives demonstrated** (pdf)
Lesson-Reading, and Thinking, and Annotating…Oh My!
These Lighthouse objectives give students and teachers permission to reverse roles and learn
from each other, therefore creating the best learning environment. —Kelly Tumy, original
committee member
[printer-friendly]
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
214
Grade 10 TEKS and AP* Objectives in Sample Lesson
TEKS – English II (Grade 10)
1 (A) write in a variety of forms with an emphasis
on persuasive forms such as logical argument and
expression of opinion, personal forms such as
response to literature, reflective essay, and
autobiographical narrative, and literary forms such
as poems, plays, and stories
Advanced Placement Program*
Goals and Expectations**
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public
policies, from imaginative literature to popular
culture.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Identify and practice writers’ strategies.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Compose essays with a variety of sentence
structures, including appropriate use of
subordination and coordination.
Vary writing experiences for literary works
depending upon the following purposes: writing to
understand, writing to explain, and writing to
evaluate.
4 (A) use writing to formulate questions, refine
topics, and clarify ideas
4 (B) use writing to discover, organize, and support
what is known and what needs to be learned about
a topic
6 (F) discriminate between connotative and
denotative meanings and interpret the
connotative power of words
7 (G) draw inferences such as conclusions,
generalizations, and predictions & support
them with text evidence and experience
Write to understand through the use of response
and reaction papers, annotation, free-writing, and
reading journals.
Apply effective writing strategies and techniques.
Develop a wide ranging vocabulary used
appropriately and effectively.
Develop a wide-ranging vocabulary used with
denotative accuracy and connotative
resourcefulness.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
7 (I) read silently with comprehension for a
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
215
sustained period of time
Make careful observations of textual detail.
Establish connections among observations.
8 (B) read in such varied sources as diaries,
journals, textbooks, maps, newspapers, letters,
speeches, memoranda, electronic texts, and other
media
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections
between writing and interpretive skills in reading.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Study, intensively, representative works from
various genres and periods, concentrating on
works of recognized literary merit.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including precritical impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
8 (D) interpret the possible influences of the
historical context on a literary work
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections between
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
216
writing and interpretive skills in reading.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Study, intensively, representative works from
various genres and periods, concentrating on works
of recognized literary merit.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Gain awareness of how writing style has changed
dramatically through history, and its existence
in many national and local varieties.
Develop awareness of literary tradition and the
complex ways in which imaginative literature builds
upon the ideas, works, and authors of earlier times.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning.
10 (B) use elements of text to defend his/her own
responses and interpretations
Reflect on the social and historical values a work
reflects and embodies.
Read complex texts with understanding and write
prose of sufficient richness and complexity to
communicate effectively with mature readers.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
217
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Make careful observations of textual detail.
Establish connections among observations.
11 (A) compare and contrast varying aspects of
texts such as theme, conflicts, and allusions
Draw from connections a series of inferences
leading to an interpretive conclusion about a
piece of writing’s meaning and value.
Underscore the commonalities and distinctive
elements of evocative literary language.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning and to analyze how that
meaning is embodied in literary form.
12 (A) analyze characteristics of clearly written
text, including the patterns of organization, syntax,
and word choice
Make careful observations of textual detail.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Make careful observations of textual detail.
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
14 (B) engage in critical, emphatic, appreciative and
reflective listening
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
218
Grade 10 Sample Lesson
Reading, and Thinking and Annotating…Oh My!
Close reading and annotation strategies for analyzing tone, theme and purpose
Contributed by Drue Ann Wise, James Pace High School, Brownsville, TX
Time needed:
Five 55-minute class periods
Materials/Resources Needed:
•
•
•
•
•
•
•
Overhead projector, transparencies
Copies of Daudet’s “The Last Lesson”
Copies of Abraham Lincoln’s Second Inaugural Address
Highlighters
Copies of H-Chart handout
Copies of Armed Conflicts, 1999-2004
Copies of Additional Lesson-Objective Questions
Class Period 1—Pre-reading activity and first reading of “The Last Lesson”
•
Preparation and Instruction
o
o
o
Present the following prompt for students: “What are some of the positive and negative
effects associated with the war in Iraq?”
Students free-write for 10 minutes.
Teacher generates table on transparency (or other presentation equipment) illustrating
effects given by students.
Effects of the War in Iraq
Positive effects
o
o
o
o
Negative effects
Students discuss effects as a group.
Students are given Daudet’s “The Last Lesson.”
Students read title and write prediction of story content in margin.
Students read story silently annotating in margins anything they find interesting or
meaningful. This reading activity can be given as homework if class time is limited.
©2006 Texas Education Agency
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Class Period 2—Re-read “The Last Lesson” and annotate for word choice, images, and details
•
Preparation and Instruction
o
o
o
o
o
o
o
o
o
o
o
o
Teacher reviews Spirit Reading and Annotation strategies.
Teacher leads students in discussion of the effects of the German invasion on the residents
of Alsace.
Students and teacher re-read story using Spirit Reading strategy (paragraphs 1-14 only).
Teacher then leads class in annotation of each paragraph (1-14) using the following
guidelines:
ƒ Circle all words that stand out or have connotative meaning. Review definition of
connotation as needed.
ƒ Bracket [ ] all details that seem important, interesting, meaningful.
ƒ Underline dominant images.
Students and teacher then discuss the specific tone/tones created from the author’s choice of
diction, details, and images and note any shifts in tone.
Next, students break up into groups of four or five, re-read paragraphs 15-22, and annotate
using the same guidelines as for the previous paragraphs.
Students generate tone words created from annotation of diction, details, imagery and note
any tonal shifts.
Next, students generate thematic concepts or ideas which are illustrations of the details and
tone.
From the thematic ideas, class (led by teacher) develops thematic statement(s) for the
passage.
Students discuss multiple tone and theme possibilities.
Students, guided by teacher, generate statement to sum up the speaker’s attitude toward the
German infiltration of Alsace and the author’s purpose.
For homework, students write one or two paragraphs analyzing the tone of the passage
through the author’s word choice, images, and details making note of any shifts in tone.
Consider what purpose the author illustrates here.
Class Period 3—Read Lincoln’s Second Inaugural Address and annotate for main ideas and purpose
•
Preparation and Instruction
o
o
o
Provide copies of Lincoln’s Second Inaugural Address.
Teacher leads students in brief discussion of the effects of the Civil War, both positive and
negative.
Teacher writes effects on transparency or other presentation equipment. During this time,
the teacher should encourage students to think about the commonalities between their
responses from the question of two days ago about the war in Iraq and their responses for
this assignment.
Effects of the Civil War
Positive effects
Negative effects
©2006 Texas Education Agency
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o
o
o
o
o
o
o
Students are given copy of Lincoln’s Second Inaugural Address to read silently; write a brief
main idea statement of each paragraph.
Teacher re-reads speech to class (paragraph by paragraph) discussing the main idea of each
paragraph. Students write main ideas in margins.
Teacher and students generate statement of author’s purpose.
Students break up into groups of four or five and analyze word choice of each paragraph
highlighting any words that have connotative meaning (emphasis on repetition).
Students generate words which represent author’s tone.
Teacher leads students in discussion of author’s attitude toward ending of the war and the
future of the country.
For homework students write one or two paragraphs analyzing the author’s purpose and
attitude supported by evidence from the speech.
Class Period 4—Compare both selections and analyze bar graph of armed conflicts
•
Preparation and Instruction
o
o
o
o
o
o
o
o
Review H-Chart strategy.
Prepare copies of H-Chart Handouts.
Prepare copies of Armed Conflicts, 1999-2004.
Students compare and contrast literary and rhetorical devices in the two readings using the
H-Chart Handout.
Students, led by teacher, discuss the authors’ attitudes and purposes and how they are
achieved.
Students, led by teacher, discuss thematic connections between the two texts.
Using the Armed Conflicts, 1999-2004 graph, teacher leads class in analysis and discussion
of modern day conflicts and their effects.
Class discusses how bar graph might change in 2004 and 2005 with the conflict in Iraq.
Class Period 5—Assessment (modified lesson-objective questions)
•
Preparation and Instruction
o
o
o
o
Prepare copies of Additional Lesson-Objective Questions.
Prepare copies of Armed Conflicts, 1999-2004.
Students complete Additional Lesson-Objective Questions.
Answer Key:
1. c
2. d
3. a
4. c
6. b
7. d
8. a
9. a
11. c
12. b
13. d
14. c
5. d
10. c
15. a
©2006 Texas Education Agency
221
Name_______________________
Date________________________
H-Chart Handout
Compare and contrast the authors’ use of devices in “The Last Lesson” and Lincoln’s Second Inaugural
Address. First, write the device in the appropriate column with an example. Then, supply a brief summary
statement for each device. Finally, at the bottom of the handout, write a statement of claim, or arguable
thesis statement, which notes the similarities and differences across the two texts.
Lincoln’s Second
Inaugural Address
“The Last Lesson”
Both
©2006 Texas Education Agency
222
Name_______________________
Date________________________
Additional Lesson-Objective Questions
Read the following passages and choose the best answer to the questions that follow.
Excerpted from Daudet’s “The Last Lesson”
Passage 1
1
5
I started for school very late that morning and was in great dread of a scolding, especially
because M. Hamel had said that he would question us on participles, and I did not know the first
word about them. For a moment I thought of running away and spending the day out of doors. It
was so warm, so bright! The birds
were chirping at the edge of the woods; and in the open field back of the saw-mill the Prussian
soldiers were drilling. It was all much more tempting than the rule for participles, but I had the
strength to resist, and hurried off to school.
1. A contrast of imagery is found in which of the following statements?
a. “I started for school very late that morning and was in great dread of a scolding.”
b. “For a moment I thought of running away and spending the day out of doors.”
c. “The birds were chirping at the edge of the woods; and . . . the Prussian soldiers were
drilling.”
d. “It was all much more tempting than the rule for participles, but I had the strength to
resist.”
2. By using the first person point of view, the author
a.
b.
c.
d.
creates distance between the speaker and the reader.
emphasizes the beauty of nature.
personalizes the instruction on participles.
connects the reader to the speaker’s anxiety.
3. By using words such as “great dread of scolding” and “thought of running away,” the author
establishes a sense of
a.
b.
c.
d.
foreboding.
pity.
urgency.
mockery.
Passage 2
1
5
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us, written
in a beautiful round hand: France, Alsace, France, Alsace. They looked like little flags gloating
everywhere in the school-room, hung from the rod at the top of our desks. You ought to have
seen how every one set to work,
and how quiet it was! The only sound was the scratching of the pens over the paper. Once some
beetles flew in; but nobody paid any attention to them, not even the littlest ones, who worked right
©2006 Texas Education Agency
223
on tracing their fish-hooks, as if that was French, too. On the roof the pigeons cooed very low,
and I thought to myself: “Will they make them sing in German, even the pigeons?”
4. The sarcastic tone is supported by the use of which of the following details?
a.
b.
c.
d.
“They looked like little flags gloating everywhere.”
“Nobody paid any attention to them.”
“Will they make them sing in German, even the pigeons?”
“You ought to have seen how everyone set to work.”
5. The imagery that illuminates the mood in the classroom is
a. “That day M. Hamel had new copies for us, written in a beautiful round hand.”
b. “On the roof the pigeons cooed very low.”
c. “They looked like little flags gloating everywhere.”
d. “The only sound was the scratching of the pens over the paper.”
6. The use of the simile in lines 2-3 creates a sense of
a. seriousness.
b. patriotism.
c. sentimentality.
d. whimsy.
7. By repeating France, Alsace, France, Alsace, the author is
a. creating a distance between M. Hamel and his students.
b. emphasizing the loss of a beautiful language.
c. dramatizing the German invasion.
d. establishing a sense of pride.
Excerpted from Lincoln’s Second Inaugural Address
Passage 3
1
5
On the occasion corresponding to this four years ago all thoughts were anxiously directed to an
impending civil war. All dreaded it—all sought to avert it. While the inaugural address was being
delivered from this place, devoted altogether to saving the Union without war, insurgent agents
were in the city seeking to destroy
it without war—seeking to dissolve the Union, and divide effects, by negotiation.
Both parties deprecated war; but one of them would make war rather than let the nation survive;
and the other would accept war rather than let it perish. And the war came.
8. All of the following devices are found in this passage EXCEPT
a.
b.
c.
d.
metaphor.
parallel structure.
alliteration.
contrast.
©2006 Texas Education Agency
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9. The sentence type found in lines 6-7 is
a.
b.
c.
d.
antithetical.
balanced.
periodic.
inverted.
10. The tone of the passage can best be described as
a.
b.
c.
d.
bitter and accusatory.
detached yet didactic.
earnest and solemn.
sarcastic and sharp.
Passage 4
1
With malice toward none; with charity for all; with firmness in the right, as God gives us to see the
right, let us strive on to finish the work we are in; to bind up the nation’s wounds; to care for him
who shall have borne the battle, and for his widow and his orphan--to do all which may achieve
and cherish a just and lasting peace among ourselves, and with all nations.
11. The word choice used to create an emotional appeal (pathos) is
a.
b.
c.
d.
“malice” and “charity.”
“borne” and “battle.”
“widow” and “orphan.”
“firmness” and “right.”
12. In the passage the author uses predominantly which of the following?
a.
b.
c.
d.
appositive phrases
infinitive phrases
absolute phrases
participial phrases
13. The tone of this passage can BEST be described as
a.
b.
c.
d.
somber and disdainful.
irreverent and allusive.
objective and sentimental.
hopeful and promising.
Answer the following questions with the use of the graph Armed Conflicts, 1999-2004.
14. As compared to other nations, the Middle East shows
a.
b.
c.
d.
a steady decline in armed conflicts.
the most drastic increase in armed conflicts.
little change in the number of armed conflicts.
relatively no armed conflicts.
15. An inference supported by the bar graph is
a. peace efforts were most successful in 1997.
b. the Americas lack the ability to control armed conflicts.
©2006 Texas Education Agency
225
c. total armed conflicts will continue to decrease in the next five years.
d. Asia will continue to lead in the number of armed conflicts.
©2006 Texas Education Agency
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Grade 11
TEKS and AP* objectives demonstrated** (pdf)
Lesson-Critical Thinking: Synthesizing Ideas and Information
Being credible as a teacher means I must continually examine my practices, question my beliefs
[about teaching], and enact changes. —Karen Werkenthin, original committee member
[printer-friendly]
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
227
Grade 11 TEKS and AP* Objectives in Sample Lesson
TEKS – English III (Grade 11)
Advanced Placement Program*
Goals and Expectations**
6 (F) discriminate between connotative and denotative
meanings and interpret the connotative power of
words
7 (G) draw inferences such as conclusions,
generalizations, and predictions and support them with
text evidence and experience
8 (B) read in such varied sources as diaries, journals,
textbooks, maps, newspapers, letters, speeches,
memoranda, electronic texts, and other media
Develop a wide-ranging vocabulary used appropriately
and effectively, with denotative and connotative
resourcefulness.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
Establish connections among their observations.
8 (G) draw inferences and support them with textual
evidence
Draw from connections a series of inferences leading
to an interpretive conclusion about a piece of writing’s
meaning and value.
Develop a wide-ranging vocabulary used appropriately
and effectively, with denotative and connotative
resourcefulness.
Examine a variety of writers to examine the wealth of
approaches to subject and audience that such writers
display.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
10 (B) use elements of text to defend, clarify, and
negotiate responses and interpretations
12 (A) analyze characteristics of text, including its
structure, word choices, and intended audience
12 (A) analyze the characteristics of clearly written
texts, including the patterns of organization, syntax,
and word choice
12 (C) analyze text to evaluate the logical argument
Analyze and interpret samples of good writing,
and to determine the mode of reasoning used such as identifying and explaining an author’s use of rhetorical
induction and deduction
strategies and techniques.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Make careful observations of textual detail.
Consider each source as a text that was itself written
for a particular audience and purpose.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
228
Grade 11 Sample Lesson
Critical Thinking: Synthesizing Ideas and Information
Examination of details, images, and rhetorical strategies to discover purpose and
to construct a synthesis essay
Contributed by Sandra Coker, Westlake High School, Austin, TX
Time Needed:
Eight 50-minute periods
Materials/Resources Needed:
•
•
•
•
•
•
•
•
•
•
Overhead
Transparencies
Copies of Alphonse Daudet’s “The Last Lesson” (numbered line version)
Sample Analysis: Focus and Time Indicators in “The Last Lesson”
“The Last Lesson” Reading Comprehension Questions
Copies of Abraham Lincoln’s Second Inaugural Address (numbered line version)
Second Inaugural Address Reading Comprehension Questions
Activity prompt and handouts from the Advanced Placement 2002 English Language &
Composition Exam accessible at www.apcentral.collegeboard.com. Log in as a teacher.
Go to menu links: Click The Exams, then Exam Questions, then English Language and
Composition.
o Free Response Question 1
http://apcentral.collegeboard.com/repository/eng_lang_frq_02_10330.pdf
o Sample Essays for Question 1
http://apcentral.collegeboard.com/repository/sample_english_lang_q_17459.pdf
o Scoring Guidelines
http://apcentral.collegeboard.com/repository/sg_english_lang_02_11389.pdf
o Scoring Commentary
http://apcentral.collegeboard.com/repository/ap02_comment_english__17378.pdf
Writing Prompt
Copies of Armed Conflicts, 1999-2004
Class Period 1—Pre-reading activity and first reading of “The Last Lesson”
•
Preparation and Instruction
o
o
o
Write the following prompt on the board: “How does a society respond to oppression
or armed conflict?”
Students free-write for 10 minutes.
Teacher generates table on transparency illustrating effects given by students.
©2006 Texas Education Agency
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Effects of Oppression
Text and paragraph number
o
o
o
o
o
o
o
Comments and questions about effects
Students discuss effects and responses (whole group).
Students are given story “The Last Lesson” (numbered line version).
Students read title and write prediction of story content.
Students note paragraph focus on left margin of text.
Students read story silently underlining text to be used for later reference and noting
in margins everything that suggests the effects of oppression, paying particular
attention to how that portion of the text suggests oppression and its effects.
Suggest that students also notate with brackets [words or phrases that indicate
movement of time].
See Sample Analysis: Focus and Time Indicators in “The Last Lesson.”
Class Period 2—Small groups analyze “The Last Lesson” and annotate for paragraph focus,
details, and images
•
Preparation and Instruction
o
o
o
o
Teacher leads students in brief discussion of the effects of the German invasion on
the residents of Alsace.
Teacher then leads class in noting focus of each paragraph; observe movement of
ideas.
Small groups examine images and details that suggest change, resistance, and
courage.
1
Homework: Write a thesis sentence using the Toulmin model (see below) and an
introductory paragraph that suggests the thematic ideas presented in the story. Note:
students should consider details and images.
Toulmin model:
Because _______________, therefore________________,
since__________________.
Sample: Because such an approach focuses student attention on specific
aspects, it is therefore a valuable writing and thinking strategy, since
organizational patterns should clarify the significant components of an argument.
1
For more information, see Toulmin, S.E. (1958). The uses of argument. Cambridge University Press:
Cambridge. Toulmin, S., Rieke, R., Janik, A. (1978). An introduction to reasoning. Macmillan: New York.
©2006 Texas Education Agency
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Class Period 3—Simulated AP Reading
•
Preparation and Instruction
o
Have students complete the Reading Comprehension Questions for “The Last
Lesson.”
Class Period 4—Reading Comprehension
•
Preparation and Instruction
o
Have students read Abraham Lincoln’s Second Inaugural Address (numbered line
version) and answer the Reading Comprehension Questions.
Class Period 5—Timed Essay
•
Preparation and Instruction
o
Retrieve the Advanced Placement 2002 English Language and Composition Exam
materials from the AP Central website and have students complete the timed essay.
Class Period 6—Compare reading selections and analyze rhetorical appeals
•
Preparation and Instruction
o
o
Small groups examine images and details that suggest change, resistance, and
courage.
Small groups compare and contrast rhetorical strategies (appeals to logic, emotion,
or ethics of the speaker) in the two selections using the chart below. Homework:
Write a thesis sentence, a compound-complex sentence, and an introductory
paragraph that suggests the thematic ideas about change presented in the story and
in the speech. Note: Students should consider details and rhetorical appeals.
Speaker’s Attitude Toward Change
The Last Lesson
Abraham Lincoln’s Second Inaugural Address
Class Period 7—Author attitude and purpose
•
Preparation and Instruction
o
Students, led by teacher, discuss the authors’ attitudes and purposes and how they
are achieved.
©2006 Texas Education Agency
231
o
o
o
Students are given bar graph of Armed Conflicts, 1999-2004 to analyze and draw
conclusions.
Teacher leads class in analysis and discussion of modern day conflicts and their
effects.
Small groups discuss how bar graph might change in 2004 and 2005 (conflict in Iraq).
Class Period 8—Synthesis essay
•
Preparation and Instruction
o
Have students respond individually and in writing to the following prompt: (Writing
Prompt).
Possible follow-up lessons
•
•
Students can read The Things They Carried or A Rumor of War2 and discuss the
connotation of the terms revolution and war and/or any similarities and differences.
Students can analyze various war speeches, letters, poetry, song lyrics, or films.
2
O’Brien, T. (1990). The Things They Carried. Houghton Mifflin: Boston. Caputo, P. (1977). A
Rumor of War. Henry Holt: New York.
©2006 Texas Education Agency
232
“The Last Lesson” (numbered line version)
THE LAST LESSON
By Alphonse Daudet
I started for school very late that morning and was in great dread of a scolding, especially
because M. Hamel had said that he would question us on participles, and I did not know the first
word about them. For a moment I thought of running away and spending the day out of doors. It
was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field
back of the saw-mill the Prussian soldiers were drilling. It was all much more tempting than the
rule for participles, but I had the strength to resist, and hurried off to school.
When I passed the town hall there was a crowd in front of the bulletin-board. For the last
two years all our bad news had come from there--the lost battles, the draft, the orders of the
commanding officer--and I thought to myself, without stopping: "What can be the matter now?"
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with
his apprentice, reading the bulletin, called after me: "Don't go so fast, bub; you'll get to your
school in plenty of time!"
I thought he was making fun of me, and reached M. Hamel's little garden all out of breath.
Usually, when school began, there was a great bustle, which could be heard out in the
street, the opening and closing of desks, lessons repeated in unison, very loud, with our hands
over our ears to understand better, and the teacher's great ruler rapping on the table. But now it
was all so still! I had counted on the commotion to get to my desk without being seen; but, of
course, that day everything had to be as quiet as Sunday morning. Through the window I saw my
classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler
under his arm. I had to open the door and go in before everybody. You can imagine how I
blushed and how frightened I was.
But nothing happened, M. Hamel saw me and said very kindly: "Go to your place quickly,
little Franz. We were beginning without you."
I jumped over the bench and sat down at my desk. Not till then, when I had got a little
over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the
little black silk cap, all embroidered, that he never wore except on inspection and prize days.
Besides, the whole school seemed so strange and solemn. But the thing that surprised me most
was to see, on the back benches that were always empty, the village people sitting quietly like
ourselves; old Hauser, with his three-cornered hat, the former mayor, the former postmaster, and
several others besides. Everybody looked sad; and Hauser had brought an old primer, thumbed
at the edges, and he held it open on his knees with his great spectacles lying across the pages.
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave
and gentle tone which he had used to me, said: "My children, this is the last lesson I shall give
you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine.
The new master comes tomorrow. This is your last French lesson. I want you to be very
attentive."
What a thunder-clap these words were to me!
Oh, the wretches; that was what they had put up at the town-hall!
My last French lesson! Why, I hardly knew how to write! I should never learn any more! I
must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds' eggs, or
going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to
carry, my grammar, and my history of the saints, were old friends now that I couldn't give up. And
M. Hamel, too; the idea that he was going away, that I should never see him again, made me
forget all about his ruler and how cranky he was.
Poor man! It was in honor of this last lesson that he had put on his fine Sunday-clothes,
and now I understood why the old men of the village were sitting there in the back of the room. It
was because they were sorry, too, that they had not gone to school more. It was their way of
thanking our master for his forty years of faithful service and of showing their respect for the
country that was theirs no more.
1
5
10
15
20
25
30
35
40
45
©2006 Texas Education Agency
233
While I was thinking of all this, I heard my name called. It was my turn to recite. What
would I not have given to be able to say that dreadful rule for the participle all through, very loud
and clear, and without one mistake? But I got mixed up on the first words and stood there,
holding on to my desk, my heart beating, and not daring to look up. I heard M. Hamel say to me:
"I won't scold you, little Franz; you must feel bad enough. See how it is!
Every day we have said to ourselves: 'Bah! I've plenty of time. I'll learn it to-morrow.' And
now you see where we've come out. Ah, that's the great trouble with Alsace; she puts off learning
till tomorrow. Now those fellows out there will have the right to say to you: 'How is it; you pretend
to be Frenchmen, and yet you can neither speak nor write your own language?' But you are not
the worst, poor little Franz. We've all a great deal to reproach ourselves with.
"Your parents were not anxious enough to have you learn. They preferred to put you to
work on a farm or at the mills, so as to have a little more money. And I? I've been to blame also.
Have I not often sent you to water my flowers instead of learning your lessons? And when I
wanted to go fishing, did I not just give you a holiday?"
Then, from one thing to another, M. Hamel went on to talk of the French
language, saying that it was the most beautiful language in the world—the clearest, the most
logical; that we must guard it among us and never forget it, because when a people are enslaved,
as long as they hold fast to their language it is as if they had the key to their prison. Then he
opened a grammar and read us our lesson. I was amazed to see how well I understood it. All he
said seemed so easy, so easy! I think, too, that I had never listened so carefully, and that he had
never explained everything with so much patience. It seemed almost as if the poor man wanted to
give us all he knew before going away, and to put it all into our heads at one stroke.
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us,
written in a beautiful round hand: France, Alsace, France, Alsace. They looked like little flags
floating everywhere in the school-room, hung from the rod at the top of our desks. You ought to
have seen how every one set to work, and how quiet it was! The only sound was the scratching of
the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not
even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too. On
the roof the pigeons cooed very low, and I thought to myself: "Will they make them sing in
German, even the pigeons?"
Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and
gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything
looked in that little school-room. Fancy! For forty years he had been there in the same place, with
his garden outside the window and his class in front of him, just like that. Only the desks and
benches had been worn smooth; the walnut-trees in the garden were taller, and the hop-vine, that
he had planted himself twined about the windows to the roof. How it must have broken his heart
to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks!
For they must leave the country next day.
But he had the courage to hear every lesson to the very last. After the writing, we had a
lesson in history, and then the babies chanted their ba, be, bi, bo, bu. Down there at the back of
the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the
letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it
was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last
lesson!
All at once the church-clock struck twelve. Then the Angelus. At the same moment the
trumpets of the Prussians, returning from drill, sounded under our windows. M. Hamel stood up,
very pale, in his chair. I never saw him look so tall.
"My friends," said he, "I--I--" But something choked him. He could not go on.
Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his
might, he wrote as large as he could: "Vive La France!"
Then he stopped and leaned his head against the wall, and, without a word, he made a
gesture to us with his hand; "School is dismissed--you may go."
50
55
60
65
70
75
80
85
90
95
100
©2006 Texas Education Agency
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Sample Analysis : Focus and Time Indicators in “The Last Lesson”
FOCUS
images of
freedom,
details
introduce idea
of resistance
bad news of
war, hurriedtime
images of
hurry and
“bustle” and
sound imagery
nothing
solemnity
speculation
title and
reason
news
explained
repetition “last
lesson”
understanding
thematic
I started for school very late that morning and was in great dread of a scolding, especially
because M. Hamel had said that he would question us on participles, and I did not know the first
word about them. For a moment I thought of running away and spending the day out of doors. It
was so warm, so bright! The birds were chirping at the edge of the woods; and in the open field
back of the saw-mill the Prussian soldiers were drilling. It was all much more tempting than the
rule for participles, but I had the strength to resist, and hurried off to school.
When I passed the town hall there was a crowd in front of the bulletin-board. For the last
two years all our bad news had come from there—the lost battles, the draft, the orders of the
commanding officer—and I thought to myself, without stopping: "What can be the matter now?"
Then, as I hurried by as fast as I could go, the blacksmith, Wachter, who was there, with
his apprentice, reading the bulletin, called after me: "Don't go so fast, bub; you'll get to your
school in plenty of time!"
I thought he was making fun of me, and reached M. Hamel's little garden all out of breath.
Usually, when school began, there was a great bustle, which could be heard out in the
street, the opening and closing of desks, lessons repeated in unison, very loud, with our hands
over our ears to understand better, and the teacher's great ruler rapping on the table. But now it
was all so still! I had counted on the commotion to get to my desk without being seen; but, of
course, that day everything had to be as quiet as Sunday morning. Through the window I saw my
classmates, already in their places, and M. Hamel walking up and down with his terrible iron ruler
under his arm. I had to open the door and go in before everybody. You can imagine how I
blushed and how frightened I was.
But nothing happened, M. Hamel saw me and said very kindly: "Go to your place quickly,
little Franz. We were beginning without you."
I jumped over the bench and sat down at my desk. Not till then, when I had got a little
over my fright, did I see that our teacher had on his beautiful green coat, his frilled shirt, and the
little black silk cap, all embroidered, that he never wore except on inspection and prize days.
Besides, the whole school seemed so strange and solemn. But the thing that surprised me most
was to see, on the back benches that were always empty, the village people sitting quietly like
ourselves; old Hauser, with his three-cornered hat, the former mayor, the former postmaster, and
several others besides. Everybody looked sad; and Hauser had brought an old primer, thumbed
at the edges, and he held it open on his knees with his great spectacles lying across the pages.
While I was wondering about it all, M. Hamel mounted his chair, and, in the same grave
and gentle tone which he had used to me, said: "My children, this is the last lesson I shall give
you. The order has come from Berlin to teach only German in the schools of Alsace and Lorraine.
The new master comes tomorrow. This is your last French lesson. I want you to be very
attentive."
What a thunder-clap these words were to me!
Oh, the wretches; that was what they had put up at the town-hall!
My last French lesson! Why, I hardly knew how to write! I should never learn any more! I
must stop there, then! Oh, how sorry I was for not learning my lessons, for seeking birds' eggs, or
going sliding on the Saar! My books, that had seemed such a nuisance a while ago, so heavy to
carry, my grammar, and my history of the saints, were old friends now that I couldn't give up. And
M. Hamel, too; the idea that he was going away, that I should never see him again, made me
forget all about his ruler and how cranky he was.
Poor man! It was in honor of this last lesson that he had put on his fine Sunday-clothes,
and now I understood why the old men of the village were sitting there in the back of the room. It
was because they were sorry, too, that they had not gone to school more. It was their way of
thanking our master for his forty years of faithful service and of showing their respect for the
country that was theirs no more.
TIME
MOVEMENT
time:
“very late”
time:
“plenty”
time: from the
usual to the
“now”
time
“not till then”
time:
today and
tomorrow
time: last
“never see”
time to
“honor” and
“thank”
©2006 Texas Education Agency
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reproach for
all
explained
language as
key to
identity and
freedom
suggests
courage
images of
tranquility
new and
beautiful
work
tranquility
or shock
directly
introduces
courage
visual and
sound
imagery
images of
strength
pride and
strength
While I was thinking of all this, I heard my name called. It was my turn to recite. What
would I not have given to be able to say that dreadful rule for the participle all through, very loud
and clear, and without one mistake? But I got mixed up on the first words and stood there,
holding on to my desk, my heart beating, and not daring to look up. I heard M. Hamel say to me:
"I won't scold you, little Franz; you must feel bad enough. See how it is!
Every day we have said to ourselves: 'Bah! I've plenty of time. I'll learn it to-morrow.' And
now you see where we've come out. Ah, that's the great trouble with Alsace; she puts off learning
till tomorrow. Now those fellows out there will have the right to say to you: 'How is it; you pretend
to be Frenchmen, and yet you can neither speak nor write your own language?' But you are not
the worst, poor little Franz. We've all a great deal to reproach ourselves with.
"Your parents were not anxious enough to have you learn. They preferred to put you to
work on a farm or at the mills, so as to have a little more money. And I? I've been to blame also.
Have I not often sent you to water my flowers instead of learning your lessons? And when I
wanted to go fishing, did I not just give you a holiday?"
Then, from one thing to another, M. Hamel went on to talk of the French language, saying
that it was the most beautiful language in the world—the clearest, the most logical; that we must
guard it among us and never forget it, because when a people are enslaved, as long as they hold
fast to their language it is as if they had the key to their prison. Then he opened a grammar and
read us our lesson. I was amazed to see how well I understood it. All he said seemed so easy, so
easy! I think, too, that I had never listened so carefully, and that he had never explained
everything with so much patience. It seemed almost as if the poor man wanted to give us all he
knew before going away, and to put it all into our heads at one stroke.
After the grammar, we had a lesson in writing. That day M. Hamel had new copies for us,
written in a beautiful round hand: France, Alsace, France, Alsace. They looked like little flags
floating everywhere in the school-room, hung from the rod at the top of our desks. You ought to
have seen how every one set to work, and how quiet it was! The only sound was the scratching of
the pens over the paper. Once some beetles flew in; but nobody paid any attention to them, not
even the littlest ones, who worked right on tracing their fish-hooks, as if that was French, too. On
the roof the pigeons cooed very low, and I thought to myself: "Will they make them sing in
German, even the pigeons?"
Whenever I looked up from my writing I saw M. Hamel sitting motionless in his chair and
gazing first at one thing, then at another, as if he wanted to fix in his mind just how everything
looked in that little school-room. Fancy! For forty years he had been there in the same place, with
his garden outside the window and his class in front of him, just like that. Only the desks and
benches had been worn smooth; the walnut-trees in the garden were taller, and the hop-vine, that
he had planted himself twined about the windows to the roof. How it must have broken his heart
to leave it all, poor man; to hear his sister moving about in the room above, packing their trunks!
For they must leave the country next day.
But he had the courage to hear every lesson to the very last. After the writing, we had a
lesson in history, and then the babies chanted their ba, be, bi, bo, bu. Down there at the back of
the room old Hauser had put on his spectacles and, holding his primer in both hands, spelled the
letters with them. You could see that he, too, was crying; his voice trembled with emotion, and it
was so funny to hear him that we all wanted to laugh and cry. Ah, how well I remember it, that last
lesson!
All at once the church-clock struck twelve. Then the Angelus. At the same moment the
trumpets of the Prussians, returning from drill, sounded under our windows. M. Hamel stood up,
very pale, in his chair. I never saw him look so tall.
"My friends," said he, "I--I--" But something choked him. He could not go on.
Then he turned to the blackboard, took a piece of chalk, and, bearing on with all his
might, he wrote as large as he could: "Vive La France!"
Then he stopped and leaned his head against the wall, and, without a word, he made a
gesture to us with his hand; "School is dismissed--you may go."
time: now
“see how it is”
time: to reflect
and “reproach
ourselves” for
wasted time
15
time: reproach
for wasted
time continues
time: of
amazement at
beauty that
must be
guarded
time: “after the
grammar”
time:
speculates
about future
time: to work
and reflect
“for forty
years”
time: of
sadness
20
time: “clock
struck” the
final moment
time: for
strength
time: to go
(into the
future)
©2006 Texas Education Agency
236
“The Last Lesson” Reading Comprehension Questions
1. In the first paragraph, the speaker emphasizes
a. the onset of animosity toward his teacher.
b. an appreciation for the aesthetic qualities of the countryside.
c. a casual but concerned interest in the soldiers.
d. an apprehension of and reluctance to perform responsibilities.
e. a concern for and resistance to authority.
2. The mention of the “great ruler” in line 16 followed by the mention of the “terrible iron
ruler” in line 19 introduces the possibility of all of the following EXCEPT
a. oppression.
b. fear.
c. languor.
d. change.
e. solemnity.
3. The paragraph beginning “I jumped over the desk” can best be described as which of the
following?
a. descriptive
b. narrative
c. expository
d. persuasive
e. argumentative
4. The effect of the paragraphs beginning at line 47 and ending at line 55 is one of
a. a sense of urgency in the establishment of a resistance movement.
b. a feeling of ridicule directed toward sentimental and oafish citizens.
c. a recognition of a contrived exhibition intended to disconcert the invaders.
d. an awareness of a moment of interlude to bemoan lost opportunity.
e. an exhilarated regret for the citizens who will remain.
5. The purpose of the paragraph beginning at line 56 is to
a. shift to a tone of anxiety.
b. contrast the past with the present.
c. support a point made in the previous paragraph.
d. comment on the beauty of the moment.
e. present a counterargument.
6. From line 77 to the end of the story, the writer appeals to which of the following series of
values?
a. resolve, patriotism, resistance
b. honesty, consent, tolerance
c. security, equality, liberty
d. morality, capability, condescension
e. education, persistence, preparedness
©2006 Texas Education Agency
237
Abraham Lincoln’s Second Inaugural Address (numbered line version)
March 4, 1865
Fellow countrymen: At this second appearing to take the oath of the presidential office, there is
less occasion for an extended address than there was at the first. Then a statement, somewhat in
detail, of a course to be pursued, seemed fitting and proper. Now, at the expiration of four years,
during which public declarations have been constantly called forth on every point and phase of
the great contest which still absorbs the attention and engrosses the energies of the nation, little
that is new could be presented. The progress of our arms, upon which all else chiefly depends, is
as well known to the public as to myself; and it is, I trust, reasonably satisfactory and encouraging
to all. With high hope for the future, no prediction in regard to it is ventured.
On the occasion corresponding to this four years ago, all thoughts were anxiously directed to
an impending civil war. All dreaded it—all sought to avert it. While the inaugural address was
being delivered from this place, devoted altogether to saving the Union without war, insurgent
agents were in the city seeking to destroy it without war—seeking to dissolve the Union, and
divide effects, by negotiation. Both parties deprecated war; but one of them would make war
rather than let the nation survive; and the other would accept war rather than let it perish. And the
war came.
One-eighth of the whole population were colored slaves, not distributed generally over the
Union, but localized in the Southern part of it. These slaves constituted a peculiar and powerful
interest. All knew that this interest was, somehow, the cause of the war. To strengthen,
perpetuate, and extend this interest was the object for which the insurgents would rend the Union,
even by war; while the government claimed no right to do more than to restrict the territorial
enlargement of it.
Neither party expected for the war the magnitude or the duration which it has already attained.
Neither anticipated that the cause of the conflict might cease with, or even before, the conflict
itself should cease. Each looked for an easier triumph, and a result less fundamental and
astounding. Both read the same Bible, and pray to the same God; and each invokes his aid
against the other. It may seem strange that any men should dare to ask a just God's assistance in
wringing their bread from the sweat of other men's faces; but let us judge not, that we be not
judged. The prayers of both could not be answered—that of neither has been answered fully.
The Almighty has his own purposes. "Woe unto the world because of offenses! for it must
needs be that offenses come; but woe to that man by whom the offense cometh." If we shall
suppose that American slavery is one of those offenses which, in the providence of God, must
needs come, but which, having continued through his appointed time, he now wills to remove,
and that he gives to both North and South this terrible war, as the woe due to those by whom the
offense came, shall we discern therein any departure from those divine attributes which the
believers in a living God always ascribe to him? Fondly do we hope—fervently do we pray—that
this mighty scourge of war may speedily pass away. Yet, if God wills that it continue until all the
wealth piled by the bondsman's two hundred and fifty years of unrequited toil shall be sunk, and
until every drop of blood drawn by the lash shall be paid by another drawn with the sword, as was
said three thousand years ago, so still it must be said, "The judgments of the Lord are true and
righteous altogether."
With malice toward none; with charity for all; with firmness in the right, as God gives us to see
the right, let us strive on to finish the work we are in; to bind up the nation's wounds; to care for
him who shall have borne the battle, and for his widow, and his orphan—to do all which may
achieve and cherish a just and lasting peace among ourselves, and with all nations.
5
10
15
20
25
30
35
40
45
©2006 Texas Education Agency
238
Abraham Lincoln’s Second Inaugural Address Reading Comprehension Questions
1. In paragraph one the speaker’s expression “The progress of our arms” is best
understood to mean
a. the state of the country.
b. a movement toward the end of the war.
c. a great contest of armies.
d. the preservation of the union.
e. the status of the war.
2. Paragraph one includes all of the following EXCEPT
a. paired adjectives.
b. a prediction.
c. metaphoric language.
d. an ethical appeal.
e. long prepositional phrases.
3. As used in line 13, “deprecated” is best understood to mean
a. bemoaned.
b. condemned.
c. disparaged.
d. lamented.
e. belittled.
4. The purpose of paragraph 3 is best described as
a. an emotional appeal to all citizens of the country.
b. a logical appeal to explain the cause of the war.
c. an ethical appeal to establish the president’s good intentions.
d. an exact reflection of the consequences of insurgent activities.
e. a call for reconciliation between the government and the insurgents.
5. An important rhetorical shift is signaled by which of the following statements?
a. “upon which all else chiefly depends” line 6
b. “with high hope for the future” line 8
c. “to dissolve the Union and divide effects by negotiation” lines 11-12
d. “was somehow the cause of the war” line 18
e. “both read the same Bible” line 26
6. The last sentence of the speech includes all of the following EXCEPT
a. extended metaphor.
b. parallel structure.
c. infinitive phrases.
d. paired adjectives.
e. prepositional phrases.
©2006 Texas Education Agency
239
Writing Prompt
Directions: The following prompt is based on the accompanying three sources.
This question requires you to integrate all three sources into a coherent, well-written
essay.
Refer to the sources to support your position; avoid mere paraphrase or summary. Your
arguments should be central; the sources should support this argument.
Remember to attribute both direct and indirect citations.
Introduction
War and armed conflicts have influenced many societies throughout time. What are these
influences, and how has it affected those involved and those who witness the members
of a society who are always affected in some way? In what ways does armed conflict
change a society and its members? Does war or oppression or combat make a society
amenable to change? Can the change to a society as a result of such actions culminate
in positive or negative results, or in both?
Assignment
Read or scan your notes from the three sources carefully. Then, in an essay that
synthesizes all three of the sources for support, evaluate the pros and cons of armed
conflict, and take a position that defends, challenges, or qualifies the claim that armed
conflict has had a negative impact on the members of a global society.
Refer to the sources as the titles listed for your convenience.
Daudet’s “The Last Lesson” or Daudet’s story
Lincoln’s “Second Inaugural Address” or Lincoln’s address
Armed Conflicts graph or the conflicts graph
©2006 Texas Education Agency
240
Grade 12
TEKS and AP* objectives demonstrated** (pdf)
Lesson-The Movement of Ideas
If reading and writing provide the bedrock and structure of the lighthouse, then viewing and
representing allow its light to make a complete rotation, brightening the way so that students of all
frames of mind may find their way to enlightenment. —Doris R. Sanders, original committee
member
[printer-friendly]
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Web site.
**Permission to excerpt AP materials does not constitute review or endorsement by the College Board,
of these materials, or any questions or testing information they may contain.
©2006 Texas Education Agency
For more information, please send an e-mail to Curriculum@tea.state.tx.us
241
Grade 12 TEKS and AP* Objectives in Sample Lesson
TEKS – English IV (Grade 12)
1 (C) write in a voice and style appropriate to
audience and purpose
Advanced Placement Program*
Goals and Expectations**
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Write in both formal and informal contexts to gain
authority and learn to take risks in writing.
Produce projects that call on evaluation of the
legitimacy and purpose of sources used.
Formulate varied, informed arguments.
1 (E) employ precise language to communicate
ideas clearly and concisely
Consider each source as a text that was itself
written for a particular audience and purpose.
Write in several forms—narrative, exploratory,
expository, argumentative—on many different
subjects from personal experiences to public
policies, from imaginative literature to popular
culture.
Reflect on the link between grammar and style.
1 (F) organize ideas in writing to ensure coherence,
logical progression, and support for ideas
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through
diction and sentence structure.
Write essays that proceed through several stages
or drafts, with revision aided by teacher and peers.
Construct essays with logical organization,
enhanced by specific techniques to increase
coherence, such as repetition, transitions, and
emphasis.
Apply effective writing strategies and techniques.
2 (A) use prewriting strategies to generate ideas,
develop voice, and plan
Develop and organize ideas in clear, coherent, and
persuasive language.
Move beyond such programmatic responses as the
five-paragraph essay and place emphasis on
content, purpose, and audience.
Write essays that proceed through several stages
or drafts, with revision aided by teacher and peers.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
242
Create essays that balance generalization and
specific illustrative detail.
Develop an effective use of rhetoric, including
controlling tone, establishing and maintaining
voice, and achieving appropriate emphasis through
diction and sentence structure.
6 (B) rely on context to determine meanings of
words and phrases such as figurative language,
idioms, multiple meaning words, and technical
vocabulary
8 (D) construct images such as graphic organizers
based on text descriptions and text structures
8 (E) analyze text structures such as
compare/contrast, cause/effect, and chronological
order for how they influence understanding
Move effectively through the stages of the writing
process, with careful attention to inquiry and
research, drafting, revising, editing, and reviewing.
Develop a wide-ranging vocabulary used
appropriately and effectively, with denotative and
connotative resourcefulness.
Use graphics and visual images in texts published
in print and electronic media and analyze how such
images both relate to written texts and serve as
alternative forms of texts themselves.
Analyze images as text.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Make careful observations of textual detail.
Establish connections among observations.
8 (G) draw inferences and support them with
textual evidence and experience
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Read complex texts with understanding and write
prose of sufficient richness and complexity to
communicate effectively with mature readers.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
243
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Make careful observations of textual detail.
8 (I) read silently with comprehension for a
sustained period of time
9 (B) read in varied sources such as diaries,
journals , textbooks, maps, newspapers, letters,
speeches, memoranda, electronic texts, and other
media
Draw from connections a series of inferences
leading to an interpretive conclusion about a piece
of writing’s meaning and value.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Read complex texts with understanding and write
prose of sufficient richness and complexity to
communicate effectively with mature readers.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
9 (D) interpret the possible influences of the
historical context on a literary work
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections
between writing and interpretive skills in reading.
Read complex texts with understanding and write
prose of sufficient richness and complexity to
communicate effectively with mature readers.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
244
writers display.
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections
between writing and interpretive skills in reading.
Gain awareness of how writing style has changed
dramatically through history, and its existence in
many national and local varieties.
11 (A) respond to informational and aesthetic
elements in texts such as discussions, journal
entries, oral interpretations, enactments, and
graphic displays
Develop awareness of literary tradition and the
complex ways in which imaginative literature builds
upon the ideas, works, and authors of earlier times.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
11 (B) use elements of text to defend, clarify, and
negotiate responses and interpretations
Make careful observations of textual detail.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Accompany reading with thoughtful discussion and
writing about works in the company of one’s fellow
students.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
245
•
•
literary works, including pre-critical
impressions and emotional responses.
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Make careful observations of textual detail.
Establish connections among observations.
12 (A) compare and contrast elements of texts
such as themes, conflicts, and allusions both within
and across texts
Draw from connections a series of inferences
leading to an interpretive conclusion.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
cultural values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Underscore the commonalities and distinctive
elements of evocative literary language.
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
12 (E) analyze the melodies of literary language,
including its use of evocative words and rhythms
Make careful observations of textual detail.
Read closely from the following perspectives:
•
Experience of literature – the subjective
dimension of reading and responding to
literary works, including pre-critical
impressions and emotional responses.
•
Interpretation of literature – analysis of literary
works through close reading to arrive at an
understanding of their multiple meanings.
•
Evaluation of literature – an assessment of the
quality and artistic achievement of literary
works and a consideration of their social and
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
246
cultural values.
Increase ability to explain clearly, cogently, even
elegantly, understanding and interpretation of
literary works.
Underscore the commonalities and distinctive
elements of evocative literary language.
13 (F) analyze aspects of texts such as patterns of
organization and choice of language for their effect
on audiences
Read deliberately and thoroughly, taking time to
understand a work’s complexity, to absorb its
richness of meaning, and to analyze how that
meaning is embodied in literary form.
Read complex texts with understanding and write
prose of sufficient richness and complexity to
communicate effectively with mature readers.
Examine a variety of writers to examine the wealth
of approaches to subject and audience that such
writers display.
Become acquainted with a wide variety of prose
styles from many disciplines and historical periods
and gain understanding of the connections
between writing and interpretive skills in reading.
Read to become aware of how stylistic effects are
achieved by writers’ linguistic choices.
Analyze and interpret samples of good writing,
identifying and explaining an author’s use of
rhetorical strategies and techniques.
Apply effective writing strategies and techniques.
14 (C) demonstrate proficiency in critical, empathic,
appreciative, and reflective listening
16 (C) respond appropriately to the opinions and
views of others
16 (E) ask clear questions for a variety of purposes
and respond appropriately to the questions of
others
16 (F) make relevant contributions in conversations
and discussions
16 (G) express and defend a point of view using
precise language and appropriate detail
*AP, Advanced Placement Program, and Pre-AP are registered trademarks of the College Board, which
does not endorse nor was it involved in the production of this Website.
**The text and information provided in this column is excerpted from the College Board and AP Central’s
Course Description. The text is the summary and interpretation of the authors of the revised
English/Language Arts Lighthouse guide. Codifying the objectives outlined in the Course Description may
not adequately represent the fuller description of the AP English Language or AP English Literature
courses and exams provided in the Course Description by the College Board, available for download on
apcentral.collegeboard.com.
©2006 Texas Education Agency
247
Grade 12 Sample Lesson
The Movement of Ideas
Analyzing texts and learning how to prepare for and deliver a Socratic seminar
Contributed by Jim Lindsay, Episcopal School of Dallas, Dallas, TX
Time Needed:
Four 50-minute class periods
Materials/Resources Needed:
•
•
•
•
•
•
•
Copies of “The Last Lesson”
Copies of Abraham Lincoln’s Second Inaugural Address
Copies of Movement of Ideas worksheet
Copies of Inner-Outer Circle handout
Transparency (or similar presentation form) of Movement of Ideas worksheet.
Model Pre-Writing Strategy
Optional: Copies of Armed Conflicts, 1999-2004
Class Period 1—Movement of Ideas
•
Preparation and Instruction
o
o
o
o
o
o
o
o
o
Organize the classroom so that students work in groups of four.
Present the Movement of Ideas worksheet.
Using either an overhead transparency, a board model, or a computer-based visual, present
the Movement of Ideas worksheet as visual so all students may follow the example.
Inform students that they will be learning a deconstruction skill that will serve them in
preparing for Inner-Outer Circle discussions. This strategy will also serve as a prewriting
sheet for future timed writings.
Provide students with a copy of Daudet’s “The Last Lesson” and Lincoln’s Second Inaugural
Address.
Instruct students that they will have fifteen minutes to read the two pieces silently. At the
teacher’s discretion, this portion of the lesson can be assigned as homework for the night
prior.
From the groups of four, students break into pairs. The first pair will utilize “The Last
Lesson.” The second group will utilize the Second Inaugural Address.
Present the students with the Movement of Ideas worksheet. Tell them to come up with – in
ten minutes – four dominant strategies that their author uses to power forward his purpose.
They will copy the concrete detail and paragraph number in the first column, name the
dominant device in the second column, and indicate how the particular literary device(s)
illustrates a major point of the author’s theme or argument in the third column.
Optional: Model for the students, one example of the exercise for each. Use this example, if
necessary:
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What is it?
“The Last
Lesson”
“I thought of
spending the day
out of doors. It
was so warm, so
bright! The birds
were chirping.” (1)
and “Once some
beetles flew in; but
nobody paid
attention to them.”
(17)
Lincoln’s
Second
Inaugural
Address
“but one of them
would make war
rather than let the
nation survive, and
the other would
accept war rather
than let it perish.”
(2)
o
o
o
o
How does it
make
meaning?
Juxtaposition,
pastoral
imagery
Juxtaposition,
non-descript
pronouns, italics
What is the author’s purpose?
The speaker’s initial pastoral imagery reveals what one
would expect from a schoolboy – the value placed on
the outdoors, on play, on nature. However, Daudet
juxtaposes the impact of the pastoral when another
component of Franz’s life is threatened. Because
Franz’s view of nature in paragraph 17 is limited, the
author argues how something so important to a young
person – to any person – becomes overshadowed by
another that is more fleeting. This contrast yields his
sardonic tone when Franz questions if “even the
pigeons” (17) will change due to such a military
insurgence, which illuminates how war affects more
than soldiers and policy; it alters our understanding of
our own core values.
Lincoln elucidates a notion of the past. Through his
juxtaposition of the creation of war and the consent of
war, and the use of vague pronouns, which surround
both clauses, he displays the political division that
existed between north and south, but does so without
directly blaming either the union or confederate forces.
For emphasis, Lincoln underscores the words “make”
and “accept” to power forward the responsibility both
parties played in the war. Through this contrast,
ironically, Lincoln illuminates the unity he seeks to gain
in his following four-year tenure as president of the
United States.
Give the students a second blank copy of the Movement of Ideas worksheet. Have the first
pair of students teach the second pair of students their findings and write the information on
the new worksheet.
Discuss, as a class, the observations and complete charts.
Homework: Have students prepare for an Inner-Outer Circle discussion of the two pieces by
reading the Inner-Outer Circle handout.
Optional: Provide students with a copy of the graph, Armed Conflicts, 1999-2004. Challenge
them to study the chart and make connections across all three texts during their discussion.
Class Period 2—Inner-Outer Circle
•
Preparation and Instruction
o
o
Review Inner-Outer Circle strategy. Organize the classroom so that an even distribution of
desks creates the inner circle and half of the class population can fill it. The other half sits on
the outer circle.
Modify the style of the discussion strategy as you see fit. If your class is smaller than 16
students, you may want to have one circle instead of two. If you teach on a block, you can
extend the time to 35 minutes per circle, and then do your reflection comments at the end of
the period. If you have a large class of seniors, you may want to spend two days on the
activity. Whatever your situation, you can use the Inner-Outer Circle with great success, and
it is suggested you do it throughout the year. The students will learn, grow, and impress you
often.
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Class Period 3—Pre-Writing
•
Preparation and Instruction
o
o
o
o
This lesson follows a traditional, teacher-led plan. You will need no other special handouts or
materials except for the story and the speech.
Review Model Pre-Writing Strategy.
For ten to fifteen minutes, lead a discussion that offers your feedback on yesterday’s
discussion. Praise good speakers, and use their comments to teach other students how to
make well-supported connections to the text and arguments of the pieces. Encourage less
than stellar speakers to use what they did accomplish to go deeper into the texts next time. It
is not advisable to use Inner-Outer Circle as a fleeting strategy. Rather, use it frequently, and
you will surely delight in how the students grow with the skill across the school year. They
will also show growth in their writing due to this high-level of thinking and listening.
The next activity will utilize the remainder of the period but will prove an essential prewriting
strategy for Advanced Placement* English timed writings and for other essay questions as
well. See Model Pre-Writing Strategy. Ask students to imagine a timed writing open-ended
question that asked them to evaluate one piece and develop a well-written essay that
discusses how the author’s modes of evocative literary language illustrate the speaker’s tone
and purpose. It is suggested that you choose one work for this activity and use the other for
your actual timed writing. To fulfill this need, and since the students have more experience
with it, we will use the Lincoln piece.
o
Draw three large circles on the board:
o
Instruct students that you will teach them a useful prewriting strategy, one they can use on
tomorrow’s, and subsequent, timed writings. Their goal is to learn it and use it enough so
they can eventually prewrite for an essay in three minutes.
First, have students decide – collectively – which literary terms seem most dominant in the
Lincoln address. Once they have chosen, ask them, “For what ultimate purpose does Lincoln
utilize these strategies?” Jot down those strategies and a rough idea of the purpose in the
top circle.
For the left-hand circle, you will write the name of the first strategy and underline it.
Then, ask the students to offer three of the strongest examples of this strategy. Write crude
transliterations of the quotations in the circle. Have students take a few minutes for open
discussion to reveal why these examples are the strongest to discuss. Write crude notes
next to each quotation in the left-hand circle.
Follow the same procedure for the right-hand circle and illustrate the second literary
technique.
Optional: Draw another line stemming from each of the bottom circles. Add an extra literary
technique in each. This one will serve as an ancillary point and detail for the students to use,
should they find themselves with extra time during the writing period. This detail and
illustration should serve the same purpose as the primary device in the main bubble.
o
o
o
o
o
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o
o
o
o
Label the top circle “Thesis Idea.” Label the pair of circles “Body 1” and “Body 2.” They now
have the beginnings of a four-paragraph essay.
Draw a line underneath the map, and label it “Thesis Statement.”
Have students create the statement as a group as you write it on the board. This part will
complete the prewriting instruction.
Homework: prepare to take a timed writing on one of the two works tomorrow.
Class Period 4—Timed Writing
•
Preparation and Instruction
o
o
o
Prepare copies of Alphonse Daudet’s “The Last Lesson.”
Prepare a class set of the Timed Writing Question Sheet. To mirror the Advanced Placement
Examination in Literature and Composition, suggested time for reading and completion is 40
minutes.
Give students timed writing question, encouraging them to use the new prewriting strategy.
They ought to write their essays in ink (again, to mirror the exam instructions), and do any
prewriting on the question sheet.
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Movement of Ideas Worksheet
Name of work/author:
What is it?
Here you will put a concrete
detail and a paragraph
number. Place one concrete
detail in each box.
How does it make meaning?
Here you will show what
literary devices or mode of
evocative language you see in
the quotations (simile,
metaphor, etc.).
What is the author’s
purpose?
Here you will comment on how
the particular literary device(s)
illustrates a major point of the
author’s theme or argument.
1.
2.
3.
4.
5.
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6.
7.
8.
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The Inner-Outer Circle
LISTEN
Listening is a rare happening among human
beings. You cannot listen to the word another is
speaking if you are preoccupied with your
appearance or with impressing the other, or if you
are trying to decide what you are going to say when
the other stops talking, or if you are debating
whether the word being spoken is true or relevant
or agreeable. Such matters may have their place,
but only after listening to the word as the word is
being uttered.
Listening . . . is a primitive act of love, in which
a person gives himself to another’s word, making
himself accessible and vulnerable to that word.
From Friends Journal
by William Stringfellow
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The Inner-Outer Circle
A Way to Teach Socratic Discussion in High School English Classrooms
Student Handout
Developed by Jim Lindsay
Description:
The Inner-Outer Circle consists of one class population split in half. Approximately 13 of you will sit in the
“inner” circle. For 25 minutes, the inner circle will discuss the assigned reading selection. Then, we will
switch positions, the people on the outer circle will become the inner circle, and they will discuss the
same reading selection with newer, refreshed viewpoints and evidence. Each student is graded on
individual performance, but with the idea that the individual contributes to the whole class discussion.
Objective:
Through consistent Inner-Outer Circle discussions, students are forced to direct their own learning. They
decide which parts of the passage to discuss and what path the discussion will follow. Some of the goals
of this assignment are the following:
¾ to teach one another about what you find in your reading,
¾ to take risks rather than rely on teacher validation,
¾ to read and evaluate literature orally and on a complex level,
¾ to involve yourself completely in the reading and listening process,
¾ to practice finding and preparing meaningful passages from your text; and,
¾ to learn how to take notes effectively from listening.
Grading:
You are graded on a five-point scale. Level one reflects the most minor of comments. Level five is the
strongest.
1 (below 70) = a spoken offering of usually one sentence. Here, you can also give more than a
sentence that paraphrases, identifies, or speaks “around” meaning. This type
of comment will not earn you many points, but if you participate often, you can
acquire some additive points.
2 (70-79) =
an offering of a quotation from the assigned reading, which tells me that you
see a concrete detail. Yet, you do only that and do not go beyond the obvious to
show what the meaning of the passage is. Even if your analysis is completely
incorrect, you may still earn the 2 because you take a risk or add a valid point.
Again, if you have already spoken a stronger comment and add a 2, you get
more credit.
3 (80-89) =
a comment that begins with a quotation and extends into some good
commentary. Students who extend and analyze usually earn a score of 3. Also,
if you broach a topic that spawns lively discussion, you earn a 3 for your ability to
springboard further great thinking. Remember, though, you have to root yourself
in the text with a quote and comment first!
4 (90-100) =
5 (90-100) =
an indication that you have done something even greater than the extension that
would earn you a 3. Usually, an extension that earns a 4 has seen a passage
on more than one level, analyzed a literary device, or commented on how
the passage is valuable to the whole piece in multiple ways. This type of
comment will explain the “how,” whereas the 3 extension would only show the
“what.” Think literary devices here, and you will be on your way to earning a
score of 4.
is the highest number on the scale, which shows how you look at the text for
deep, rich analysis, multiple literary devices, and a cross-reference. Start
with a quotation, offer the deep comment, view and show the importance of the
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literary device, cross reference a second detail within the text or to another book
entirely, and show the similarities or differences. For instance, if we were
discussing how Ma in The Grapes of Wrath is easily identified as an earth mother
archetype, you may make a cross reference to how Mama in A Raisin in the Sun
is the same archetype and compare the two characters’ traits and authors’
treatment of the paragons.
Preparation:
When you prepare for an Inner-Outer Circle discussion, your homework for the night before is to read the
assignment and then return to class having highlighted and written notes about 7-10 passages from the
assignment. In the event we will discuss poetry, you should highlight and take notes on 7-10 lines,
couplets, or parts of stanzas. If you prepare only one or two quotations, you will not do well because it is
likely that a classmate will “steal” your quotation and you will be left with a grade that does not reflect your
knowledge.
Table Leaders:
Each circle has a student table leader. This person will delegate who speaks and will monitor and
change topics that either become overdone or forced. Also, the person should know when to ask more of
a participant with statements such as “How did you figure that out?” or “Tell us more about why you see
the passage in that way.” The table leader is interactive. Sometimes, the teacher will pass a note to the
table leader to help him or her encourage quieter students to talk and bring up topics that the circle
missed. Almost always, the table leader earns a 100% for the job. This person is the one who delegates
fairness.
The Outer Circle:
The outer circle members do not just sit back and enjoy the ride before them. They make a list of
students’ names on their own paper and, using this sheet, grade their classmates as well. The outer
circle members take notes as copiously as the teacher does. You will never suffer from accidentally
repeating a comment from the inner circle if you are well prepared and take good notes while the
discussion is taking place. You turn this sheet in at the end of the period and it becomes 10% of your
grade.
Tips:
¾
¾
¾
¾
¾
Do not be absent because the make up is harder and involves fewer people, typically at 7:30 am
two days after the assigned Inner-Outer Circle. If you have morning sports or activities, it is
imperative that you are in class.
If you are shy, now is your time to work on that! You must find a way (and I am always happy to
help!) to participate because you should view these days as opportunities to grow.
Do not dominate the conversation. Balance your excellent comments with excellent listening and
note-taking. You harm others’ grades if you take up their time. You can assist in this way by
being as succinct as possible. Blather gets belabored quickly.
Prepare! Study with a friend if you like and plan quotes together. This way you can practice
allying one another.
Avoid relying on pre-published study notes. I know when you use them, and you may breach
your school’s acceptable use policy or honor code.
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Model Pre-Writing Strategy
Thesis idea: To encourage a
nation to heal and re-envision
their sense of core values for a
socially progressive future
¾ nondescript
pronouns
Body 1: Juxtaposition,
¾ “make war […] accept
war”
¾ “malice toward none […]
charity for all”
¾ “American slavery […]
those divine attributes”
¾ Telegraphic
sentence
Body 1: structure of speech:
past/present/future
¾ Past: “impending civil
war,” “all dreaded it,” “and
the war came.”
¾ Present: “The Almighty has
[…] purposes”
¾ Future: “let us strive on to
finish” and “bind the
nation’s wounds”
Thesis Statement:
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Timed Writing Question Sheet
Read the story, “The Last Lesson,” by Alphonse Daudet carefully. Write an essay in which you discuss
how the modes of evocative literary language elucidate the author’s purpose.
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