Instructional Timeline – 10th Grade ELAR
Unit Four: Poetry and Interpretive Response
Suggested Time Frame: ≈ ____ weeks
Introduction
The Instructional Timeline is provided for teachers to assist with the organization of the
nine/six weeks of TEKS/SE into shorter periods of time. This timeline includes ___ week(s)
for teachers to extend instruction and/or to reteach as necessary.
Description
The poetry includes a study of elements of poetry that relate to dramatic works. Sonnets
and ballads are the most ideal poetic form to accompany the dramatic work the teacher uses.
Additional readings may come from student research on topics and events thematically
related to the dramatic work(s) they are reading or from research that helps them understand
the cultural/historical context of the work(s) they are studying.
The writing process will be integrated throughout the unit with a focus on preparing students
to write an analytical essay that examines the development of different protagonists in
different pieces of literature. Previous fictional readings completed in earlier units may serve
as texts for comparison/contrast. Students will also study and use reciprocal pronouns (each
other, one another, etc.) in their writing.
Students will also be asked to emulate the works they study in this unit through the creations
of a student-generated poetry. The poems students compose should be in the poetic forms
studied in this unit and should also clearly demonstrate a theme and mood or tone. The
poem should demonstrate two or more of the poetic elements studied in this unit.
Students continue to improve in listening, speaking, and viewing in this unit by evaluating
poetry readings, orally presenting chosen poems and scripts, and preparing and evaluating
their own and other students’ projects.
TEKS/SE
taught during
this period and
eligible for
testing on
district
assessments
Bold and
underlined
TEKS/SE are
high stakes for
our district
(less than
___% mastery
on TAKS)
Bold TEKS/SE
are assessed
on TAKS
Reading/Vocabulary:
Reading/Comprehension Skills. Students use a flexible range of metacognitive reading
skills in both assigned and independent reading to understand an author’s message.
Students will continue to apply earlier standards with greater depth in increasingly more
complex texts as they become self-directed, critical readers. The student is expected to:
(A) reflect on understanding to monitor comprehension (e.g., asking questions,
summarizing and synthesizing, making connections, creating sensory images);
(B) make complex inferences about text and use textual evidence to support
understanding.
(1) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to:
(B) analyze textual context (within a sentence and in larger sections of text) to
distinguish between the denotative and connotative meanings of words;
(C) infer word meaning through the identification and analysis of analogies and other
word relationships;
(E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or
confirm the meanings of words and phrases, including their connotations and
denotations, and their etymology.
(2) Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make
inferences and draw conclusions about theme and genre in different cultural, historical, and
contemporary contexts and provide evidence from the text to support their understanding.
Students are expected to:
(A) compare and contrast differences in similar themes expressed in different time
periods;
(3) Reading/Comprehension of Literary Text/Poetry. Students understand, make
inferences and draw conclusions about the structure and elements of poetry and provide
evidence from text to support their understanding. Students are expected to analyze the
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Instructional Timeline – 10th Grade ELAR
Unit Four: Poetry and Interpretive Response
structure or prosody (e.g., meter, rhyme scheme) and graphic elements (e.g., line length,
punctuation, word position) in poetry.
(7) Reading/Comprehension of Literary Text/Sensory Language. Students understand,
make inferences and draw conclusions about how an author's sensory language creates
imagery in literary text and provide evidence from text to support their understanding.
Students are expected to explain the function of symbolism, allegory, and allusions in literary
works.
(8) Reading/Comprehension of Informational Text/Culture and History. Students
analyze, make inferences and draw conclusions about the author's purpose in cultural,
historical, and contemporary contexts and provide evidence from the text to support their
understanding. Students are expected to analyze the controlling idea and specific purpose of
a passage and the textual elements that support and elaborate it, including both the most
important details and the less important details.
(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 text and distinguish between a summary and a critique and identify
non-essential information in a summary and unsubstantiated opinions in a critique;
(12) Reading/Media Literacy. Students use comprehension skills to analyze how words,
images, graphics, and sounds work together in various forms to impact meaning. Students
will continue to apply earlier standards with greater depth in increasingly more complex texts.
Students are expected to:
(A) evaluate how messages presented in media reflect social and cultural views in
ways different from traditional texts;
(B) analyze how messages in media are conveyed through visual and sound
techniques (e.g., editing, reaction shots, sequencing, background music);
(C) examine how individual perception or bias in coverage of the same event
influences the audience;
(D) evaluate changes in formality and tone within the same medium for specific
audiences and purposes.
Writing and Written Conventions:
(13) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting the correct genre for conveying the intended
meaning to multiple audiences, determining appropriate topics through a range of
strategies (e.g., discussion, background reading, personal interests, interviews), and
developing a thesis or controlling idea;
(B) structure ideas in a sustained and persuasive way (e.g., using outlines, note
taking, graphic organizers, lists) and develop drafts in timed and open-ended
situations that include transitions and rhetorical devices used to convey meaning;
(C) revise drafts to improve style, word choice, figurative language, sentence variety,
and subtlety of meaning after rethinking how well questions of purpose, audience,
and genre have been addressed;
(D) edit drafts for grammar, mechanics, and spelling;
(E) revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences.
(14) Writing/Literary Texts. Students write literary texts to express their ideas and feelings
about real or imagined people, events, and ideas. Students are responsible for at least two
forms of literary writing. Students are expected to:
(B) write a poem using a variety of poetic techniques (e.g., structural elements,
figurative language) and a variety of poetic forms (e.g., sonnets, ballads);
(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
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Instructional Timeline – 10th Grade ELAR
Unit Four: Poetry and Interpretive Response
purposes. Students are expected to:
(A) write an analytical essay of sufficient length that includes:
(i) effective introductory and concluding paragraphs and a variety of
sentence structures;
(ii) rhetorical devices, and transitions between paragraphs;
(iii) a thesis or controlling idea;
(iv) an organizing structure appropriate to purpose, audience, and context;
(v) relevant evidence and well-chosen details;
(vi) distinctions about the relative value of specific data, facts, and ideas that
support the thesis statement;
(C) write an interpretative response to an expository or a literary text (e.g., essay or
review) that:
(i) extends beyond a summary and literal analysis;
(ii) addresses the writing skills for an analytical essay and provides evidence
from the text using embedded quotations;
(iii) analyzes the aesthetic effects of an author's use of stylistic and
rhetorical devices;
(D) produce a multimedia presentation (e.g., documentary, class newspaper,
docudrama, infomercial, visual or textual parodies, theatrical production) with
graphics, images, and sound that conveys a distinctive point of view and appeals to a
specific audience.
(17) Oral and Written Conventions/Conventions. Students understand the function of and
use the conventions of academic language when speaking and writing. Students will continue
to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
(i) more complex active and passive tenses and verbals (gerunds, infinitives,
participles);
(ii) restrictive and nonrestrictive relative clauses;
(iii) reciprocal pronouns (e.g., each other, one another);
(B) identify and use the subjunctive mood to express doubts, wishes, and
possibilities;
(18) Oral and Written Conventions/Handwriting, Capitalization, and Punctuation.
Students write legibly and use appropriate capitalization and punctuation conventions in their
compositions. Students are expected to:
(A) use conventions of capitalization;
(B) use correct punctuation marks including:
(i) comma placement in nonrestrictive phrases, clauses, and contrasting
expressions;
(ii) quotation marks to indicate sarcasm or irony;
(iii) dashes to emphasize parenthetical information.
(19) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check correct
spellings.
Research:
(21) Research/Gathering Sources. Students determine, locate, and explore the full range
of relevant sources addressing a research question and systematically record the information
they gather. Students are expected to:
(A) follow the research plan to compile data from authoritative sources in a manner
that identifies the major issues and debates within the field of inquiry;
(B) organize information gathered from multiple sources to create a variety of
graphics and forms (e.g., notes, learning logs);
(C) paraphrase, summarize, quote, and accurately cite all researched information
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Instructional Timeline – 10th Grade ELAR
Unit Four: Poetry and Interpretive Response
according to a standard format (e.g., author, title, page number).
(22) Research/Synthesizing Information. Students clarify research questions and evaluate
and synthesize collected information. Students are expected to:
(A) modify the major research question as necessary to refocus the research plan;
(B) evaluate the relevance of information to the topic and determine the reliability,
validity, and accuracy of sources (including Internet sources) by examining their
authority and objectivity;
(23) Research/Organizing and Presenting Ideas. Students organize and present their
ideas and information according to the purpose of the research and their audience. Students
are expected to synthesize the research into a written or an oral presentation that:
(A) marshals evidence in support of a clear thesis statement and related claims;
(B) provides an analysis for the audience that reflects a logical progression of ideas
and a clearly stated point of view;
(C) uses graphics and illustrations to help explain concepts where appropriate;
(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher
and expert evaluations) to examine the quality of the research;
(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of
Style) to document sources and format written materials.
Listening and Speaking:
(24) Listening and Speaking/Listening. Students will use comprehension skills to listen
attentively to others in formal and informal settings. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
(A) listen responsively to a speaker by taking notes that summarize, synthesize, or
highlight the speaker's ideas for critical reflection and by asking questions related to
the content for clarification and elaboration;
(C) evaluate how the style and structure of a speech support or undermine its
purpose or meaning.
(25) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
conventions of language. Students will continue to apply earlier standards with greater
complexity. Students are expected to advance a coherent argument that incorporates a clear
thesis and a logical progression of valid evidence from reliable sources and that employs eye
contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and
conventions of language to communicate ideas effectively.
Generalizations
Essential
Questions
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Regardless of the time period, the same types of social and moral dilemmas remain
consistent in fiction and human experiences.
Fictions, in its varied genres, can convey meaningful perspectives on all aspects of
human experiences.

What are some common moral and social dilemmas reflected in drama and poetry?
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Instructional Timeline – 10th Grade ELAR
Unit Four: Poetry and Interpretive Response
Core
Components
Specificity:
Teaching Notes:
Pacing Considerations:
Student Vocabulary:
Audience
meter
metaphor
blank verse
Curricular
Connections
(within,
between, and
among
disciplines)
rhetoric
rhyme scheme
simile
iambic pentameter
denotation
prosody
imagery
analogy
connotation
sonnet
sound device
pun
motif
paraphrase
rhythm
ELAR/TEKS Vertical Alignment K-12
Required
Lessons
Recommended
Lessons and
Learning
Experiences
Differentiation:
Suggestions for scaffolding learning by employing strategies for diverse learners within the
classroom setting (i.e.: Special Education, TAG, 504, ESL).
English Language Proficiency Standards Student Expectations with Sentence Stems
and Activities to support implementation of the Standards (Note: when you open the
link, it may ask you for a certificate or if it is OK to open the file, click OK each time you see
the screens.)
Instructional
Resources
WEBSITES
Sites for sonnets and Shakespearean Drama:
www.sonnets.org
www.pbs.org/shakespeare/educators/language/lessonplan2.html
BOOKS
KITS
MEDIA CENTER
LIBRARY RESOURCES
TEXTBOOK
 Those Winter Sundays by Robert Hayden (454-457)
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Instructional Timeline – 10th Grade ELAR
Unit Four: Poetry and Interpretive Response
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Assessment
Resources
Creatures by Billy Collins (459-463)
Shall I Compare These to Another Day? by William Shakespeare (464-469)
Reapers by Jean Toomer (470-473)
Ode to My Socks by Pablo Neruda (474-481)
A Storm in the Mountains by Aleksandr Solzhenitsyn (482-486)
The Print of the Paw, To an Aged Bear by N. Scott Momaday (488-493)
Three Haiku by Matsuo Basho (494-498)
Two Tanka by Lady Ise (499-502)
Woman with Kite by Chitra Banajeree Divakaruni (503-508)
After Great Pain, A Formal Feeling and Heart! We Will Forget Him by Emily
Dickinson (512-518)
The Meadow Mouse by Theodore Roethke (519-524)
Down by the Salley Gardens and He Wishes for the Cloths of Heaven by William
Butler Yeats (525-531)
I Am Offering This Poem by Jimmy Santiago Baca (532-535)
since feeling is first by E.E. Cummings (536-539)
Horses Graze by Gwendolyn Brooks (540-544)
Parlor by Rita Dove (545-548)
Secondhand Grief by Sherman Alexie (549-552)
Ballad of Birmingham by Dudley Randall (553-558)
miss rosie by Lucille Clifton (568-571)
After Apple-Picking by Robert Frost (572-578)
Arabic Coffee by Naomi Shihab Nye (579-582)
We Are Family by Chang-rae Lee (586-590)
Dream Boogie and Motto by Langston Hughes, Dizzy Gillespie, Explorer of New
Sounds by Studs Terkel, and Playing Jazz by Wynton Marsalis (591-605)
Common Authentic Assessments:
 Write a poem using a variety of poetic techniques.
Suggested Tasks:
 Have students informally research a historical event that represents civic turmoil in
small groups or pairs and discuss the moral dilemmas of individuals in the time
period.
Extension TEKS
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