INSTRUCTIONAL FOCUS DOCUMENT
English IV/English Language Arts
UNIT: 01
SUGGESTED DURATION:
Six Weeks
TITLE: Entertaining Fiction
State Resources:
RATIONALE:
This unit bundles student expectations that address word study, writing, and reading of literature written by British authors representing major literary periods to
support the evaluation of multiple structures and complex elements specific to the genre. Various forms of text from classical, mythical, and traditional literature
representing a range of diverse cultures and historical backgrounds provide the avenue for continued practicing of inference, summarizing, synthesizing, and
providing evidence from text to support understanding during reading experiences. Students examine teacher selected and student selected literature based on
individual interests and abilities, providing opportunities to make important personal and world connections within and across different contexts and genres. An
emphasis on the integration of listening, speaking, reading, and writing skills allows the continued development of processes while providing a framework for
college and career readiness.
In English III students evaluated how different literary elements shape the author’s portrayal of the plot and setting in works of fiction. During this unit, students
analyze how complex plot structures, such as subplots and literary devices/techniques such as flashback, foreshadowing, and suspense, advance the action in
works of fiction. Dilemmas and quandaries as revealed through character motivation, and behaviors are analyzed for effectiveness. Students write literary text to
express their ideas, and feelings about real or imagined people, events, and experiences using literary techniques that enhance plot, character development,
mood, and tone. Using writing for the comparison of universal themes across text fosters reading and writing connections and allows for development of more
complex reading comprehension strategies and writing processes. Word study is inclusive of genre specific vocabulary, literary terms, and appropriate
vocabulary from the literature. The emphasis of writing conventions and vocabulary provides a foundation for continual reflection on communicative accuracy. In
Unit 02, students analyze poetry and drama using the skills acquired in this unit for the analysis of fiction.
MISCONCEPTIONS/UNDERDEVELOPED CONCEPTS:
UNDERDEVELOPED CONCEPTS:
 Students may have difficulty recognizing and developing subplots at first. However, introducing them to subplots in literary works or in movies will help
students better understand that the purpose of a subplot is to enhance a character, theme, plot, or amplify part of the genre of the work and/or to move the
course of the main story in a direction it could not dramatically go in and of itself.
According to the Texas Administrative Code, school districts shall implement English Language Proficiency Standards (ELPS) as an integral part of
each subject in the required curriculum. http://www.tea.state.tx.us/curriculum/biling/elps.html
PERFORMANCE INDICATORS
©2010, TESCCC
CONCEPTS
KEY UNDERSTANDINGS FOR LEARNERS
06/01/10
Bolded Black Definitions - Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
page 1 of 3
INSTRUCTIONAL FOCUS DOCUMENT
English IV/English Language Arts
UNIT: 01
SUGGESTED DURATION:
Six Weeks
TITLE: Entertaining Fiction
Using the writing process and the conventions of
language, write a fictional story incorporating literary
techniques that lead to a complex plot structure that
shapes the main character, sets the mood and tone,
advances the action, and depicts the theme. (E4.5A,
E4.5B; E4.7A; E4.13A, E4.13B, E4.13C, E4.13D,
E4.13E; E4.14A; E4.17A, E4.17B; E4.18A; E4.19A)
1C, 1H; 5D, 5Ei, 5Eii, 5Eiii, 5F, 5G
Elements – Characters, Plot,
Subplot, Theme, Mood, Tone
Techniques – Flashback,
Foreshadowing, Suspense,
Allusions, Conceits
Conventions – Grammar,
Punctuation, Capitalization,
Spelling
Record multiple entries including personal and world
connections, thoughts and responses to literary and
informational texts. (E4.FIG19A, E4.FIG19B; E4.1B;
E4.15Ci, E4.15Cii, E4.15Ciii, E4.15Civ, E4.15Cv)
4D, 4F, 4I, 4K; 5G
Authors use literary techniques in order to heighten
interest, appeal to an audience, and effectively
communicate their message.
Conventions – Written Conventions
Interpretation – Connections,
Understand
As a class read multiple genres of fiction written by British
authors. Choose one selection and identify the effects of
narration and relate the characters, setting, and theme to
its historical, social and economic time. In a small group,
create a visual to compare and contrast three to four
fictional writings. Present the visual to the class. (E4.2A,
E4.2C; E4.5B, E4.5C, E4.5D; E4.26A)
4D, 4F, 4I, 4K, 5G
Interpretation – Connections,
Understand
Record multiple entries that demonstrate knowledge of
new words, their meanings, and origins. (E4.1A, E4.1C,
E4.1D, E4.1E)
1A, 1C, 1E, 1F
Interpretation – Relationships,
Knowledge, Vocabulary
Writers use conventions of written language to
communicate clearly and effectively.
Readers explore a variety of texts and genres to make
connections in order to better understand self and the
world.
Elements – Narration, Characters,
Setting, Theme
Understanding new words, concepts, and relationships
enhance comprehension and oral and written
communication.
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT
©2010, TESCCC
06/01/10
Bolded Black Definitions - Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
page 2 of 3
INSTRUCTIONAL FOCUS DOCUMENT
English IV/English Language Arts
UNIT: 01
SUGGESTED DURATION:
Six Weeks
TITLE: Entertaining Fiction
KEY ACADEMIC VOCABULARY SUPPORTING CONCEPTUAL DEVELOPMENT


Dynamic character: a character who undergoes an important, internal change because of the action of the plot
Subplot: a secondary or minor plot in a literary work which may contrast with the main plot, highlight it, or be completely unrelated
INSTRUCTIONAL
COMPONENTS
Word Study
Reading
Writing
INSTRUCTION
TEKS:
Vocabulary: E4.1A,C,D,E
ONGOING TEKS:
TEKS:
Comprehension: E4.FIG19A,B
Vocabulary: E4.1B
Theme and Genre: E4.2A,C
Fiction: E4.5A,B,C,D
Sensory Language: E4.7A
Reading/Writing Connection: E4.15Ci-v
Conventions: E4.17A,B
Teamwork: E4.26A
ONGOING TEKS:
TEKS:
Writing Process: E4.13A,B,C,D,E
Literary Texts: E4.14A
Reading/Writing Connection: E4.15Ci-v
Conventions: E4.17A,B
Capitalization and Punctuation: E4.18A
Spelling: E4.19A
Teamwork: E4.26A
ONGOING TEKS:
FORMATIVE ASSESSMENT
EXAMPLES
Observation Data
Teacher-Student Conference
Checklist
Rubric
Writer’s Notebook
Reader’s Notebook
Vocabulary Notebook
Oral Quiz
Written Quiz
Portfolio
The phase 2 College Readiness English Language Arts and Reading vertical alignment team found that the College Readiness Standards in English
Language Arts and Reading are well aligned with the Texas Essential Knowledge and Skills.
©2010, TESCCC
06/01/10
Bolded Black Definitions - Standards for Ensuring Success From Kindergarten to College and Career, 2009 University of Texas System/Texas Education Agency
page 3 of 3