Hearne ISD Course: English IV Focus: Persuasion, Expository TEKS Guiding Questions/ Specificity English Language Arts/Reading Assessment Designated Six Weeks: Sixth Days to teach: 33 Academic Instructional Vocabulary Strategies Resources/ Weblinks 6th Six Weeks – New TEKS introduced INTEGRATE ALL ONGOING TEKS Reading (12.9) Reading/Comprehension of Informational Text/Expository Text. Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. Students are expected to: (A) summarize a text in a As a student, how will *Which of the following -Author’s Purpose Digital Storytelling: -Teacher modeling -Provide text http://www.digitalsto manner that captures the you connect the topics summaries of this informative (implied) examples ryteller.org/. author’s viewpoint, its studied to the modern selection would the author -Tone main ideas, and its world using media and support because it focuses on -Group discussion Lesson ideas: elements with out taking a other presentation his/her viewpoint? ELPS 4I, 1H, 4K, 4J http://www.internet4c position or expressing an devices? *What assumption did the author lassrooms.com/lang_ opinion; of make that allowed him/her mid.htm. (B) explain how authors How will students to reach a different conclusion writing on the same issue analyze, make than the author of ? Dictionary reached different *You can tell from the selection inferences and draw conclusions because of that__? conclusions about differences in expository texts? *The reader can conclude that the assumptions, evidence, authors of both selections would reasoning, and viewpoints; As a student, how will agree that . (C) make and defend you recognize theme subtle inferences and and how do the complex conclusions universal truths of the about the ideas in text and theme as presented by their organizational the author relate to the patterns; and work as a whole? (D) synthesize ideas and make logical connections As a student, how will (e.g., thematic links, you make a historical author analysis) among connection to literary multiple texts representing works? similar or different genres and technical sources and -Summarize without support those findings giving opinion with textual evidence. -Controlling idea -Effect of Author’s background on purpose *Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc. 1 Hearne ISD English Language Arts/Reading Course: English IV Focus: Persuasion, Expository TEKS Guiding Questions/ Specificity Assessment Designated Six Weeks: Sixth Days to teach: 33 Academic Instructional Vocabulary Strategies Resources/ Weblinks -Author’s viewpoint -Connections Between multiple texts (12.10) Reading/Comprehension of Informational Text/Persuasive Text. Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. Students are expected to: (A) evaluate the merits of As a student, how will *An accurate evaluation of the -Swift’s “A Modest ELPS 4J, 4K an argument, action, or you recognize satire relationship between evidence Proposal” policy by analyzing the and its intent as presented in this selection and -Various other relationships (e.g., presented by the assumptions made by the author sources implications, necessity, author/poet? would be a . sufficiency) among *What conclusion can the reader evidence, inferences, As a student, how will make about the credibility of this assumptions, and claims in you recognize theme information based on assumptions text; and and how do the made by the author? (B) draw conclusions universal truths of the theme as presented by about the credibility of persuasive text by the author relate to the examining its implicit and work as a whole? stated assumptions about an issue as conveyed by How will you make inferences and draw the specific use of conclusions about the language. varied structural patterns and features of literary nonfiction? As a student, how will you connect the history of England to literary works? -Claim Writing (12.15) Writing/Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. Students are expected to: (C) Write an interpretation Write: Rubric based on SE Commentary ELPS 4K, 5E, 5F, Guide: *Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc. 2 Hearne ISD English Language Arts/Reading Course: English IV Focus: Persuasion, Expository TEKS Guiding Questions/ Specificity of an expository or literary text that: (i) advances a clear thesis statement; (ii)Addresses the writing skills for an analytical essay including references to a commentary on quotations from the text; (iii) Analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices; (iv) Identifies and analyzes ambiguities, nuances, and complexities within the text; (iv) Anticipates and responds to readers’ questions and contradictory information. Assessment Designated Six Weeks: Sixth Days to teach: 33 Academic Instructional Vocabulary Strategies A literature interpretation *Margaret Kilgo’s question stems are used with permission and may not be reproduced. All rights reserved by Kilgo Consulting, Inc. 5G, 5B Resources/ Weblinks http://www.powayus d.com/pusdrbhs/acad emics/english/curricu lum/literaryguide.pdf. 3