HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
Bundle 1 (2 Weeks)- November 18-December 6
Inquiry:
Conducting
Research ~
Reading Genre Focus: Informational/Expository
Writing Focus: Expository – Research Paper
Big Idea/Enduring Understanding: Research is most meaningful when the
researcher has a genuine question and carefully devises a plan to gather
information to answer that question for him or herself.
Guiding Questions:





Why is it important to have a narrow topic, specific questions and a
definite plan before carrying out research?
How can brainstorming shape the research process?
How do you distinguish between reliable and unreliable sources?
How do you determine which information is relevant to topic?
What organizational strategies do researchers use to track sources used?
Knowledge and Skills
TEKS Integrations
III.9-English III ~ 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.
III.9.A-summarize a text in a manner that
captures the author's viewpoint, its main
ideas, and its elements without taking a
position or expressing an opinion;
III.9.C-make and defend subtle inferences
and complex conclusions about the ideas
in text and their organizational patterns;
and
III.9.D-synthesize ideas and make logical
connections (e.g., thematic links, author
analyses) between and among multiple
texts representing similar or different
genres and technical sources and support
those findings with textual evidence.
Specificities &
Examples
Teacher note: Be sure to stress the
importance of the use facts and the
omission of bias in true expository writing.
Question Stem:
What is the best summary of this selection
based on the author’s viewpoint?
Question Stem:
What can you conclude about _____
based on the ideas / organization of ideas
by the author?
The reader can tell from the selection
that_____ because _____.
Teacher Note: EOC- Crossover
1
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
After reading both selections the reader
can best conclude that ______. Support
your answer with text evidence.
III.11-English III ~
Reading/Comprehension of Informational
Text/Procedural Texts. Students
understand how to glean and use
information in procedural texts and
documents.
III.11.A-evaluate the logic of the
sequence of information presented in text
(e.g., product support material, contracts);
and
III.11.B-translate (from text to graphic or
from graphic to text) complex, factual,
quantitative, or technical information
presented in maps, charts, illustrations,
graphs, timelines, tables, and diagrams.
III.15-English III ~ 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:
III.15.A-write an analytical essay of
sufficient length that includes:
III.15.A.i-effective introductory and
concluding paragraphs and a variety of
sentence structures;
III.15.A.ii-rhetorical devices, and
transitions between paragraphs;
III.15.A.iii-a clear thesis statement or
controlling idea;
III.15.A.iv-a clear organizational schema
for conveying ideas;
III.15.A.v-relevant and substantial
evidence and well-chosen details;
III.15.A.vi-information on multiple relevant
perspectives and a consideration of the
validity, reliability, and relevance of
primary and secondary sources;
Question Stem:
ELPS.4.F - use visual and contextual
support and support from peers and
teachers to read grade-appropriate
content area text, enhance and confirm
understanding, and develop vocabulary,
grasp of language structures, and
background knowledge needed to
comprehend increasingly challenging
language;
How does the way the author organizes
the information in this article support
his/her purpose?
Question Stem?
Using information from this selection
complete the graphic organizer (venn
diagram, cause/effect chart, etc.)
Teacher note:
III.13 - English III ~ Writing/Writing
Process. Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text.
Begin brainstorming and gathering
information for research paper which will
be completed in bundle 8.
Teacher note:
III.13.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;
Consider a strategy for presenting
research.
Teacher note:
This stage of the process will include
writing a thesis statement.
III.13.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 to convey meaning;
III.20-English III ~ Research/Research
Plan. Students ask open-ended research
questions and develop a plan for
answering them.
III.20.A-brainstorm, consult with others,
decide upon a topic, and formulate a
major research question to address the
major research topic; and
III.20.B-formulate a plan for engaging in
in-depth research on a complex, multifaceted topic.
Teacher notes:
MLA format
Use the Big 6 research strategies.
III.21-English III ~ Research/Gathering
Sources. Students determine, locate, and
explore the full range of relevant sources
Teacher notes:
2
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
addressing a research question and
systematically record the information they
gather.
III.21.A-follow the research plan to gather
evidence from experts on the topic and
texts written for informed audiences in the
field, distinguishing between reliable and
unreliable sources and avoiding overreliance on one source;
III.21.B-systematically organize relevant
and accurate information to support
central ideas, concepts, and themes,
outline ideas into conceptual
maps/timelines, and separate factual data
from complex inferences; and
III.21.C-paraphrase, summarize, quote,
and accurately cite all researched
information according to a standard
format (e.g., author, title, page number),
differentiating among primary, secondary,
and other sources.
MLA format
Use the Big 6 research strategies.
Teacher Note:
Quotation usage of single quotation marks
(quotes inside of quotes). Teacher Note:
use source material ethically (College
Readiness Standard).
III.22-English III ~ Research/Synthesizing
Information. Students clarify research
questions and evaluate and synthesize
collected information.
III.22.B-differentiate between theories and
the evidence that supports them and
determine whether the evidence found is
weak or strong and how that evidence
helps create a cogent argument; and
III.22.C-critique the research process at
each step to implement changes as the
need occurs and is identified.
3
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
Bundle 2 (2 weeks)- December 9-December 20
Analyzing and
Synthesizing Research
~
Reading Genre Focus: Informational/Expository
Writing Focus: Expository Research Essay and Multi-Media Presentation
Big Idea/Enduring Understanding: Organizing and presenting research
requires careful evaluation and synthesis of the information gathered.
Guiding Questions:




Knowledge and Skills
III.9-English III ~ 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.
III.9.D-synthesize ideas and make logical
connections (e.g., thematic links, author
analyses) between and among multiple
texts representing similar or different
genres and technical sources and support
those findings with textual evidence.
What is the difference between summarizing and synthesizing?
How can you formally address your audience through research?
How can a style manual be used to document sources and format
written materials?
How do you use parenthetical documentation correctly?
TEKS Integrations
ELPS.4.D - use prereading supports
such as graphic organizers, illustrations,
and pretaught topic-related vocabulary
and other prereading activities to
enhance comprehension of written text;
Specificities &
Examples
Note: PSAT/NMSQT: Schedule one day
in computer lab with grade-level
counselor for Review of Critical Reading
Questions and Results.
Question Stems:
The reader can conclude that the authors
of both selections would agree that ____.
The reader can conclude that the authors
of both selections would disagree on
____.
What text evidence supports the idea of
_____ by both authors?
A common theme in both of these articles
is _____.
What evidence in both selections
supports the idea/conclusion made by
both authors that _______?
III.15-English III ~ Writing/Expository and
Procedural Texts. Students write
expository and procedural or work-related
III.13 - English III ~ Writing/Writing
Process. Students use elements of the
4
Analyze and synthesize research into
a coherent paper and adapt into a multi-
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
texts to communicate ideas and
information to specific audiences for
specific purposes. Students are expected
to:
III.15.A-write an analytical essay of
sufficient length that includes:
III.15.A.i-effective introductory and
concluding paragraphs and a variety of
sentence structures;
III.15.A.ii-rhetorical devices, and
transitions between paragraphs;
III.15.A.iii-a clear thesis statement or
controlling idea;
III.15.A.iv-a clear organizational schema
for conveying ideas;
III.15.A.v-relevant and substantial
evidence and well-chosen details;
III.15.A.vi-information on multiple relevant
perspectives and a consideration of the
validity, reliability, and relevance of
primary and secondary sources;
III.15.D-produce a multimedia
presentation (e.g., documentary, class
newspaper, docudrama, infomercial,
visual or textual parodies, theatrical
production) with graphics, images, and
sound that appeals to a specific audience
and synthesizes information from multiple
points of view.
writing process (planning, drafting,
revising, editing, and publishing) to
compose text.
III.13.C - revise drafts to clarify meaning
and achieve specific rhetorical purposes,
consistency of tone, and logical
organization by rearranging the words,
sentences, and paragraphs to employ
tropes (e.g., metaphors, similes,
analogies, hyperbole, understatement,
rhetorical questions, irony), schemes
(e.g., parallelism, antithesis, inverted
word order, repetition, reversed
structures), and by adding transitional
words and phrases;
III.13.D - edit drafts for grammar,
mechanics, and spelling; and
media presentation.
Keep first drafts for TELPAS
Teacher note:
Finish research essay, taking it through
the entire writing process. Question Stem:
Have I synthesized my research into a
meaningful composition that others will
understand?
Is this piece easy to follow in terms of
organization?
Do I have an introduction (with a thesis),
body paragraphs (with topic sentences,
and conclusion.
III.13.E - revise final draft in response to
feedback from peers and teacher and
publish written work for appropriate
audiences.
III.18-English III ~ Oral and Written
Conventions/Handwriting, Capitalization,
and Punctuation. Students write legibly
and use appropriate capitalization and
punctuation conventions in their
compositions.
III.18.A-correctly and consistently use
conventions of punctuation and
capitalization.
Teacher notes:
Punctuation and capitalization in citations.
Quotation usage of single quotation
marks (quotes inside of quotes). Question
Stem:
How do improper punctuation and/or
capitalization change the meaning of text?
III.21-English III ~ 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.
III.21.B-systematically organize relevant
and accurate information to support
central ideas, concepts, and themes,
outline ideas into conceptual
maps/timelines, and separate factual data
from complex inferences; and
III.21.C-paraphrase, summarize, quote,
and accurately cite all researched
information according to a standard
format (e.g., author, title, page number),
differentiating among primary, secondary,
and other sources.
Teacher notes:
MLA format
Use the Big 6 research strategies.
Teacher Note:
use source material ethically (College
Readiness Standard).
III.22-English III ~ Research/Synthesizing
Information. Students clarify research
Teacher notes:
5
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
questions and evaluate and synthesize
collected information.
III.22.A-modify the major research
question as necessary to refocus the
research plan;
III.22.B-differentiate between theories and
the evidence that supports them and
determine whether the evidence found is
weak or strong and how that evidence
helps create a cogent argument; and
III.22.C-critique the research process at
each step to implement changes as the
need occurs and is identified.
MLA format
Use the Big 6 research strategies.
III.23-English III ~ 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
an extended written or oral presentation
that
III.23.A-provides an analysis that supports
and develops personal opinions, as
opposed to simply restating existing
information;
III.23.B-uses a variety of formats and
rhetorical strategies to argue for the
thesis;
III.23.C-develops an argument that
incorporates the complexities of and
discrepancies in information from multiple
sources and perspectives while
anticipating and refuting counterarguments;
III.23.D-uses a style manual (e.g., Modern
Language Association, Chicago Manual
of Style) to document sources and format
written materials; and
III.23.E-is of sufficient length and
complexity to address the topic.
Teacher notes:
MLA format
Use the Big 6 research strategies.
6
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
Bundle 3 (2 weeks) - January 7- January 17
Memoir/ personal
Narrative ~
Reading Genre Focus: Literary Nonfiction/ Memoir
Writing Focus: Short Story (fictionalized personal narrative)
Big Idea/Enduring Understanding: People reflect on their experiences to
make meaning of them and share them with others.
Guiding Questions:



How do we decide which details should be included and which should
be left out of a narrative?
What is the most effective way to incorporate dialogue into a personal
narrative?
How can you share both the events of a personal experience and the
effects it had in one composition?
Knowledge and Skills
TEKS Integrations
III.2-English III ~ 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.
III.2.A-analyze the way in which the
theme or meaning of a selection
represents a view or comment on the
human condition;
III.2.C-relate the main ideas found in a
literary work to primary source documents
from its historical and cultural setting.
Specificities &
Examples
Question Stem:
What lesson about the human condition
can be learned from the theme of this
selection?
How did the author represent his/her view
of the human condition through the theme
of the story?
Question Stem:
What main idea from ___________
(excerpt from a speech in a specific
historical setting) relates to the main idea
in ______ (except from a literary work)?
III.6-English III ~ Reading/Comprehension
of Literary Text/Literary Nonfiction.
Students understand, make inferences
and draw conclusions about the varied
structural patterns and features of literary
nonfiction and provide evidence from text
Question Stem:
ELPS.4.J - demonstrate English
comprehension and expand reading
skills by employing inferential skills such
as predicting, making connections
between ideas, drawing inferences and
7
What technique did the writer of the
memoir use to evoke an emotional
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
to support their understanding.
III.6.A-analyze how rhetorical techniques
(e.g., repetition, parallel structure,
understatement, overstatement) in literary
essays, true life adventures, and
historically important speeches influence
the reader, evoke emotions, and create
meaning.
conclusions from text and graphic
sources, and finding supporting text
evidence commensurate with content
area needs; and
response from the reader?
How was the true meaning of this real live
adventure enhanced by the author’s use
of __________?
III.Fig.19 - English III ~
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:
III.Fig.19.A - reflect on understanding to
monitor comprehension (e.g., asking
questions, summarizing and
synthesizing, making connections,
creating sensory images);
III.Fig.19.B - make complex inferences
(e.g., inductive and deductive) about text
and use textual evidence to support
understanding.
III.8-English III ~ 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.
III.8.A-analyze how the style, tone, and
diction of a text advance the author's
purpose and perspective or stance.
Question Stem:
Style
1) Sentence Structure – What types of
sentences does the author use;
2) Degree of specific details – What is the
level of elaboration used by the author;
3) Formality – formal/casual,
informational/friendly.
What tone is set in this article that clearly
advances the author’s stance on this
subject?
How does the author use diction to
advance his/her perspective in this
selection?
III.14-English III ~ 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.
III.14.A-write an engaging story with a
well-developed conflict and resolution,
complex and non-stereotypical
III.13 - English III ~ Writing/Writing
Process. Students use elements of the
writing process (planning, drafting,
revising, editing, and publishing) to
compose text.
III.13.A - plan a first draft by selecting the
8
TAKS note:
Students must include reflections on how
a past event impacted their life (personal
narrative) TELPAS note
Save 1st draft of the past tense narrative
for scoring
HISD TEKS/SEs Road Map
ELAR 3rd Six Weeks
English III
characters, a range of literary strategies
(e.g., dialogue, suspense) and devices to
enhance the plot, and sensory details that
define the mood or tone;
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;
Question Stem:
Does my voice match my writing purpose
and the audience to which I am writing.
Question Stem:
III.13.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 to convey meaning;
How much do my readers know about the
issue?
What background information should I
provide for the readers?
What are the concerns of readers who
might disagree?
What counterarguments can I use to
address their concerns?
III.17-English III ~ 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:
III.17.A-use and understand the function
of different types of clauses and phrases
(e.g., adjectival, noun, adverbial clauses
and phrases); and
Recognize the effect of the
placement of clauses and phrases in
successful published writing.
Incorporate accurate syntactical
strategies using clauses and phrases
within writing.
9