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Instructional Focus Document
English II
TITLE : Unit 02B: Deeper Analysis Through Drama SUGGESTED DURATION : 12 days

Unit Overview

This unit bundles student expectations that address word study, writing and reading to support understanding of how elements and techniques enhance plot in drama and encourages appreciation of classical and traditional dramatic text while providing a foundation for script writing. Various works of drama and other 20th century world literary works representing a range of diverse cultures and backgrounds provide the avenue for the practice of making inferences, summarizing, synthesizing, and providing textual evidence while reading. Students examine literature and related media 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 allow the continued development of processes while providing a foundation for college and career readiness.

In English I, students examined dramatic forms (conventions) including monologue, soliloquy, and dramatic irony and identified and explained their effects on text meaning. During this unit, students continue to analyze specific elements (e.g., archetypes) and techniques (e.g., motifs) in a variety of literary works and investigate their effect on plot. Students continue to write scripts with a clear theme utilizing techniques that communicate an understandable mood and tone. Using writing to compare and contrast themes across various time periods fosters reading and writing connections and allows for development of more complex reading interpretation strategies. Word study is inclusive of genre and literary-specific vocabulary, appropriate academic vocabulary, and vocabulary from the literature. The emphasis of writing conventions and word meaning provide a foundation for continual reflection on communicative accuracy and clarity. In English III, students analyze themes and characteristics in different periods of modern American drama as they continue the exploration of literary works.


Unit Understandings
and Questions
Overarching Concepts
and Unit Concepts
Performance Assessment(s)

Authors use literary techniques and elements to heighten interest, appeal to an audience, and efficiently communicate their message.

Techniques – Motif, Symbolism, Allegory, Allusion

Interpretation – Message

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Elements – Archetypes, Characters

Techniques – Motif, Symbolism, Allegory, Allusion

Interpretation – Message

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Readers infer meaning about a variety of texts using textual evidence to support ideas.

Interpretations – Connections, Understanding

Interpretation – Thoughts

Elements – Theme

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

Understanding new words, concepts, and relationships enhances comprehension and oral and written communication.

Interpretation – Relationships, Knowledge, Vocabulary

Assessment information provided within the TEKS Resource System are examples that may, or may not, be used by your child’s teacher. In accordance with section 26.006 (2) of the Texas Education Code, "A parent is entitled to review each test administered to the parent’s child after the test is administered." For more information regarding assessments administered to your child, please visit with your child’s teacher.

MISCONCEPTIONS / UNDERDEVELOPED CONCEPTS

UNDERDEVELOPED CONCEPTS:

  • When writing scripts, students must include everything the reader will see, as well as what the reader might hear.

Unit Vocabulary

  • Motifthe recurring or dominant structure of a literary work; the intentional repetition of a word, phrase, event, or idea as a unifying theme
  • Allegorya story that has both a literal meaning and symbolic meaning, in which characters or objects often embody abstract ideas
  • Archetypea model image, personage, or theme that recurs in stories and myths throughout history and literature (e.g., mother figure, hero)
  • Journey of a hero – an example of an archetype commonly seen in mythology in which an adventure is presented to a would-be hero. During this adventure, the hero encounters challenges that must be overcome. Once these are overcome, the hero returns to share the benefits of his or her learning.
  • Script – a written version of the speech and actions of performers, as in a play or film
  • Explicit theme – the author overtly states the theme somewhere within the work
  • Implicit theme – refers to the author's ability to construct a piece in such a way that through inference the reader understands the theme
  • Mood – the atmosphere or feeling created by the writer in a literary work or passage. Mood can be expressed through imagery, word choice, setting, voice, and theme. For example, the mood evoked in Edgar Allan Poe’s work is gloomy and dark.
  • Tone – the author’s particular attitude, either stated or implied in the writing
Unit Assessment Items System Resources Other Resources

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Unit Assessment Items that have been published by your district may be accessed through Search All Components in the District Resources tab. Assessment items may also be found using the Assessment Center if your district has granted access to that tool.

System Resources may be accessed through Search All Components in the District Resources Tab.

  • None identified

This chart provides an organizational structure for the TEKS included in this unit. Ongoing TEKS may be reviewed during whole group and small group instruction or applied by students through meaningful practice.

Instructional Components Chart (*ELAR / SLAR Only')

Instructional Components TEKS Ongoing TEKS Formative Assessment Examples

Word Study

TEKS
Vocabulary Development: E2.1A, E2.1B, E2.1C
Ongoing TEKS
Vocabulary Development: E2.1D, E2.1E

Observation Data

 

Teacher – Student Conference

 

Checklist

 

Rubric

 

Writer’s Notebook

 

Vocabulary Notebook

 

Reader’s Notebook

 

Oral Quiz

 

Written Quiz

 

Portfolio

Reading

TEKS
Theme and Genre: E2.2A, E2.2B, E2.2C
Drama: E2.4A
Fiction: E2.5A
Sensory Language: E2.7A
Media Literacy: E2.12A, E2.12D
Listening: E2.24A
Comprehension Skills: E2.Fig19A, E2.Fig19B
Ongoing TEKS
Vocabulary Development: E2.1B, E2.1E
Fiction: E2.5B, E2.5C, E2.5D
Expository and Procedural Texts: E2.15C.i, E2.15C.ii, E2.15C.iii
Teamwork: E2.26A

Writing

TEKS
Writing Process: E2.13A, E2.13B, E2.13C, E2.13D
Literary Texts: E2.14C
Listening: E2.24A
Ongoing TEKS
Vocabulary Development: E2.1E
Writing Process: E2.13E
Literary Texts: E2.14A
Expository and Procedural Texts: E2.15C.i, E2.15C.ii, E2.15C.iii
Conventions: E2.17A.i, E2.17C
Handwriting, Capitalization, and Punctuation: E2.18A, E2.18B.i, E2.18B.ii
Spelling: E2.19A
Teamwork: E2.26A
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.
TAUGHT DIRECTLY TEKS

TEKS intended to be explicitly taught in this unit.

TEKS/SE Legend:

  • Knowledge and Skills Statements (TEKS) identified by TEA are in italicized, bolded, black text.
  • Student Expectations (TEKS) identified by TEA are in bolded, black text.
  • Student Expectations (TEKS) are labeled Readiness as identified by TEA of the assessed curriculum.
  • Student Expectations (TEKS) are labeled Supporting as identified by TEA of the assessed curriculum.
  • Portions of the Student Expectations (TEKS) that are not included in this unit but are taught in previous or future units are indicated by a strike-through.

Specificity Legend:

  • Supporting information / clarifications (specificity) written by TEKS Resource System are in blue text.
  • Definitions from Standards for Ensuring Success from Kindergarten to College and Career Spring 2012 Update, 2012 Texas Education Agency / University of Texas System are in bolded, blue text.
  • Unit-specific clarifications are in italicized, blue text.
  • Information from Texas Education Agency (TEA) is labeled.
  • A Partial Specificity label indicates that a portion of the specificity not aligned to this unit has been removed.
TEKS# SE# TEKS SPECIFICITY
E2.1 Reading/Vocabulary Development. Students understand new vocabulary and use it when reading and writing. Students are expected to:
TxCCRS Reading
TxCCRS E/LAS.II.B - English/Language Arts/Reading. Understand new vocabulary and concepts and use them accurately in reading, speaking, and writing.
E2.1A Determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes.
Supporting Standard

Determine

THE MEANING OF GRADE-LEVEL TECHNICAL ACADEMIC ENGLISH WORDS IN MULTIPLE CONTENT AREAS DERIVED FROM LATIN, GREEK, OR OTHER LINGUISTIC ROOTS AND AFFIXES

Select words from class texts and/or collaborate with other content area teachers to determine words.

Including, but not limited to affixes and roots found in content area text:

  • Mathematics
  • Social Studies
  • Science
  • Arts

Academic English words  

  1. words used in the learning of academic subject matter in formal educational context that are associated with literacy and academic achievement, including specific academic terms, technical language, and speech registers related to each field of study
  2. words used during instruction and exams, and in textbooks

These could include words that are specific to content (e.g., hyperbole, metaphor, and meter) or that are related to learning tasks (e.g., compare/contrast, differentiate, and infer).

Affix – a word element, such as a prefix or suffix, that occurs before or after a root or base word to modify its meaning (e.g., the prefix un- and the suffix -able in unbelievable)

E2.1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.
Readiness Standard

Analyze

TEXTUAL CONTEXT

Context – the words, sentences, or passages that precede or follow a specific word, sentence, or passage

To distinguish

BETWEEN DENOTATIVE AND CONNOTATIVE MEANINGS OF WORDS

Denotative Meaning – the dictionary definition of a word; the literal or cognitive meaning

Connotative Meaning – the emotions or set of associations attached to a word that is implied rather than literal (e.g., feeling blue)

Including, but not limited to:
Steps in analysis

  • Based on the textual context, use clues within the sentence or larger section of text to determine the meaning of a selected word
  • Distinguish its meaning as either denotative or connotative, using a dictionary as necessary

STAAR Note:
Students have access to dictionaries during the STAAR exam. Dictionaries can assist students in determining word meaning. Refer to E2.1E for the standard addressing dictionary skills. However, students should consider the dictionary definitions in conjunction with contextual meaning.

E2.1C Infer word meaning through the identification and analysis of analogies and other word relationships.
Supporting Standard

Infer

WORD MEANING THROUGH THE IDENTIFICATION AND ANALYSIS OF ANALOGIES AND OTHER WORD RELATIONSHIPS

Inference – connecting bits of information to make a logical guess. Readers make inferences by drawing conclusions, making generalizations, and making predictions. A subtle inference is one in which the bits of information are not as easily connected.

Analogy – a vocabulary exercise in which an association between a concept and its attribute is present (e.g., hot:cold as north:_____)

Including, but not limited to:
Steps in analysis

  • Identify an analogy
  • Determine the word relationship (e.g., synonyms/antonyms, part to whole, whole to part, function, description, homographs, homophones)
  • Infer the meaning by examining the relationship
E2.Fig19 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:
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.D - Cross-Disciplinary Standards/Key Cognitive Skills. Academic behaviors
TxCCRS Foundational Skills
TxCCRS CDS.II.A - Cross-Disciplinary Standards/Foundational Skills. Reading across the curriculum
E2.Fig19A Reflect on understanding to monitor comprehension (e. g., asking questions, summarizing and synthesizing, making connections, creating sensory images).

Reflect

ON UNDERSTANDING TO MONITOR COMPREHENSION

Including, but not limited to:

  • Asking questions
  • Summarizing
  • Synthesizing
  • Making textual, personal, and world connections
  • Creating sensory images

Summarize – to reduce large sections of text to their essential points and main idea. Note: It is still important to attribute summarized ideas to the original source.

Synthesize – combine elements and parts to form a coherent whole 

E2.Fig19B Make complex inferences about text and use textual evidence to support understanding.
Readiness Standard (Fiction, Expository)
Supporting Standard (Literary Nonfiction, Poetry, and Drama, Persuasive)

Make

COMPLEX INFERENCES ABOUT TEXT

Including, but not limited to:
Literary Text (e.g., poetry, drama, fiction, literary nonfiction)

  • Structural elements
  • Literary elements
  • Sensory language
  • Figurative language
  • Purpose of elements and language in sections of text and/or specific sentences

Note:
Refer to the specificity of the Knowledge and Skills Statements for each literary genre for additional information on inferring in each type of literary text.

Informational Text (e.g., expository, persuasive, embedded procedural text/graphics)

  • Purpose of informational text
  • Main idea of whole texts and sections of texts
  • Details that support the central idea or controlling idea

Note:
Refer to the specificity of the Knowledge and Skills Statements for each informational genre for additional information on inferring in each type of informational text.

Inference – a logical guess made by connecting bits of information. Readers make inferences by drawing conclusions, making generalizations, and making predictions.

Complex inference – uses inductive and deductive reasoning

Including, but not limited to:

  • Inductive reasoning – the process of determining general principles by logic or observation from specific data; reasoning from parts to whole (e.g., all ice I’ve ever felt is cold; therefore, all ice is cold)
  • Deductive reasoning – the process of logical reasoning from general principles to specific instances based on the assumed truth of the principle; reasoning from wholes to parts

Drawing conclusions – a form of inference in which the reader gathers information, considers the general thoughts or ideas that emerge from the information, and comes to a decision. The conclusion is generally based on more than one piece of information.

Use

TEXTUAL EVIDENCE TO SUPPORT UNDERSTANDING

Generalization – a straight-forward statement about a group/class of persons, places, things, events supported by information

STAAR Note:
Paired passage questions associated with (TEKS number) assess similarities and differences in topic, overarching ideas, details, theme, mood, tone, organization, and purpose within or across texts of various genres (e.g., expository-expository, expository-fiction, poem-expository, persuasive-poem). Making connections may require inferential thinking.

E2.2 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:

Analyze, Make inferences, Draw conclusions

ABOUT THEME IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including, but not limited to:

  • Determine the theme in various literary genres (e.g., poetry, drama, fiction, literary nonfiction)

Analyze, Make inferences, Draw conclusions

ABOUT GENRE IN DIFFERENT CULTURAL, HISTORICAL, AND CONTEMPORARY CONTEXTS

Including, but not limited to:

  • Distinguish characteristics of various genres     

Provide

EVIDENCE FROM THE TEXT TO SUPPORT THEIR UNDERSTANDING
Including, but not limited to:

  • Identify text evidence that supports the theme in various literary genres

 

STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS Reading
TxCCRS E/LAS.II.C - English/Language Arts/Reading. Describe, analyze, and evaluate information within and across literary and other texts from a variety of cultures and historical periods.
E2.2A Compare and contrast differences in similar themes expressed in different time periods.
Supporting Standard

Compare, Contrast

DIFFERENCES IN SIMILAR THEMES EXPRESSED IN DIFFERENT TIME PERIODS

Theme – the central or universal idea of a piece of fiction or the main idea of a nonfiction essay. Themes are ideas or concepts that relate to morals and values and speak to the human experience.

Possible examples of themes:

  • Social influences determine a person’s destiny.
  • Good friends are important.
  • People go through trials before they mature.
E2.2B Analyze archetypes (e.g., journey of a hero, tragic flaw) in mythic, traditional and classical literature.
Supporting Standard

Analyze

ARCHETYPES IN MYTHIC, TRADITIONAL, AND CLASSICAL LITERATURE

Archetype – a model image, personage, or theme that recurs in stories and myths throughout history and literature (e.g., mother figure)

Including, but not limited to:
Steps in analysis

  • Identify the archetype (e.g., journey of a hero, tragic flaw)
  • Identify the character traits that are specific to the identified archetype
  • Explain the character and his/her relationship to the archetype

Journey of a hero – an example of an archetype commonly seen in mythology in which an adventure is presented to a would-be hero. During this adventure, the hero encounters challenges that must be overcome. Once these are overcome, the hero returns to share the benefits of his or her learning.

E2.2C Relate the figurative language of a literary work to its historical and cultural setting.
Supporting Standard

Relate

THE FIGURATIVE LANGUAGE OF A LITERARY WORK TO ITS HISTORICAL AND CULTURAL SETTING

Figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices

Including, but not limited to:

  • Explain how the figurative language is indicative of the cultural and historical setting of the literary work
E2.4 Reading/Comprehension of Literary Text/Drama.

Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. Students are expected to:

Understand, Make inferences, Draw conclusions

ABOUT THE STRUCTURE AND ELEMENTS OF DRAMA

Including, but not limited to:

  • Make inferences related to the whole script
  • Make inferences related to a part of the script (e.g., scene, paragraph)
  • Make inferences related to structure of drama (e.g., lines of dialogue, stage directions, props, scenes) within part or all of the script
  • Make inferences related to particular elements of drama (e.g., setting, character, plot, events)
  • Summarize dramatic text in ways that maintain meaning and logical order

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING
Including, but not limited to:

  • Identify text evidence that supports inferences in drama

 

STAAR Note:
This Knowledge and Skills Statement may be assessed with Figure 19B.

E2.4A Analyze how archetypes and motifs in drama affect the plot of plays.
Supporting Standard

Analyze

HOW ARCHETYPES AND MOTIFS IN DRAMAS AFFECT THE PLOT OF THE PLAY

Archetype – a model image, personage, or theme that recurs in stories and myths throughout history and literature (e.g., mother figure, hero)

Motif – the recurring or dominant structure of a literary work; the intentional repetition of a word, phrase, event, or idea as a unifying theme

Including, but not limited to:

Steps in analysis

  • Identify archetypes and motifs
  • Describe and analyze how archetypes and motifs affect the plot
E2.5 Reading/Comprehension of Literary Text/Fiction.

Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. Students are expected to:

Understand, Make inferences, Draw conclusions

ABOUT THE STRUCTURE AND ELEMENTS OF FICTION

Including, but not limited to:

  • Make inferences related to the whole story
  • Make inferences related to a part of the story
  • Make inferences related to structure of fiction (e.g., organization, paragraphs)
  • Make inferences related to particular elements of fiction
    • Character – actions, thoughts, motivations, and qualities/traits
    • Point of view
    • Setting
    • Plot
  • Make inferences related to literary techniques (refer to Sensory Language Expectations for specific grade appropriate examples)

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

Including, but not limited to:

  • Identify text evidence that supports inferences in fiction

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

TxCCRS Reading
TxCCRS E/LAS.II.A - English/Language Arts/Reading. Locate explicit textual information and draw complex inferences, analyze, and evaluate the information within and across texts of varying lengths.
E2.5A Analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction.
Readiness Standard

Analyze

ISOLATED SCENES AND THEIR CONTRIBUTION TO THE SUCCESS OF THE PLOT AS A WHOLE IN A VARIETY OF WORKS OF FICTION

Plot – the basic sequence of events in a story. In conventional stories, plot has three main parts: rising action, climax, and falling. action

Including, but not limited to:
Steps in analysis

  • Identify isolated scenes
  • Explain how the selected, isolated scene contributed to the plot (e.g., how the author built suspense, introduced the story problem and cause of conflict, etc.) as a whole

NOTE:
Students should also be able to identify how character thoughts and actions contribute to plot development.

E2.7 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:

Understand, Make inferences, Draw conclusions

HOW AN AUTHOR’S SENSORY LANGUAGE CREATES IMAGERY IN LITERARY TEXT AND PROVIDE EVIDENCE

Including, but not limited to:

  • Make inferences related to sensory language
  • Make inferences related to figurative language (e.g., metaphor, simile, personification)
  • Draw conclusions about how sensory language creates imagery and symbolism

Sensory language – words an author uses to help the reader experience the sense elements of the story. Sensory language is language that appeals to one or more of the five senses: sight, sound, touch, smell, and taste.

Figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices

Literary device – a specific convention or structure—such as imagery, irony, or foreshadowing—that is employed by the author to produce a given effect.  Literary devices are important aspects of an author’s style.

Provide

EVIDENCE FROM TEXT TO SUPPORT THEIR UNDERSTANDING

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

E2.7A Explain the function of symbolism, allegory, and allusions in literary works.
Supporting Standard

Explain

THE FUNCTION OF SYMBOLISM, ALLEGORY, AND ALLUSION IN LITERARY WORKS

Symbolism – the use of symbols to represent abstract ideas in concrete ways (e.g., The United States flag stands for freedom.)

Allegory – a story that has both a literal meaning and symbolic meaning. In an allegory, characters or objects often embody abstract ideas (e.g., John Bunyan’s Pilgrim’s Progress or George Orwell’s Animal Farm)

Allusion – a reference within a literary work to another work of literature, art, or real event. The reference is often brief and implied.

E2.12 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:

Use

COMPREHENSION SKILLS

Analyze

HOW WORDS, IMAGES, GRAPHICS, AND SOUNDS WORK TOGETHER IN VARIOUS FORMS TO IMPACT MEANING

Including, but not limited to:

  • Interpret words, images, and sounds in media and consider their effect on meaning
  • Determine the purpose of embedded media
  • Determine how details within embedded media supports information in the text

STAAR Note: 
This Knowledge and Skills Statement may be assessed with Figure 19B.

During instruction, integrate media with other unit standards (e.g., literary text, writing) rather than teaching it in isolation.

TxCCRS Listening
TxCCRS E/LAS.IV.A - English/Language Arts/Listening. Apply listening skills as an individual and as a member of a group in a variety of settings (e.g., lectures, discussions, conversations, team projects, presentations, interviews).
TxCCRS Key Cognitive Skills
TxCCRS CDS.I.B - Cross-Disciplinary Standards/Key Cognitive Skills. Reasoning
TxCCRS Foundational Skills
TxCCRS CDS.II.E - Cross-Disciplinary Standards/Foundational Skills. Technology
E2.12A Evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts.
Supporting Standard

Evaluate

HOW MESSAGES PRESENTED IN MEDIA REFLECT SOCIAL AND CULTURAL VIEWS IN WAYS DIFFERENT FROM TRADITIONAL TEXTS

Including, but not limited to:
Steps in evaluation

  • Identify the message(s) presented in media and the social and cultural views reflected
  • Identify the message(s) presented in a traditional text and the social and cultural views reflected
  • Examine and then explain the differences in how the identified messages and social and cultural views are presented in media versus traditional texts

Possible forms of media include:

  • Advertisement – print and electronic (e.g., flyers, brochures, posters, signs)
  • Newspaper
  • Magazine
  • Radio program (songs, lyrical music)
  • Web page – online information
  • Televised news
  • Documentary
  • Photograph (with or without caption)
E2.12D Evaluate changes in formality and tone within the same medium for specific audiences and purposes.
Supporting Standard

Evaluate

CHANGES IN FORMALITY AND TONE WITHIN THE SAME MEDIUM FOR SPECIFIC AUDIENCES AND PURPOSES

Formality in media – refers to the level of sophistication in language, word choice, appearance, and delivery of media messages

Tone in media – the stated or implied attitude and/or reputation of a media outlet or source (e.g., humorous, sentimental, hostile, sympathetic, neutral, etc.)

Including, but not limited to:
Steps in evaluation

  • View media presentations on the same subject, but for different audiences (e.g., the same news story relayed on multiple television networks)
  • Identify formality and tone in each presentation
  • Examine and then explain how the formality and tone change for specific audiences and purposes
E2.13 Writing/Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. Students are expected to:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
E2.13A

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.

Plan

A FIRST DRAFT

Including, but not limited to:

  • Determine appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews, etc.)
  • Select a focused topic
  • Determine the purpose or intended meaning of the topic
  • Select a correct genre for the purpose and multiple audiences
  • Generate and categorize ideas and details about the selected topic (e.g., webbing, graphic organizer, listing, etc.)

Purpose – the intended goal of a piece of writing; the reason a person writes

Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Examples of purposes for writing:

  • To entertain
  • To explain
  • To describe
  • To inform
  • To persuade
  • To respond

Develop

A CONTROLLING IDEA

Controlling idea – the main point or underlying direction of a piece of writing. A controlling idea makes the reader ask a question that will be answered by reading more or helps the reader understand the author’s purpose for writing the paragraph or essay.

Note:
This is the first step in the writing process, often referred to as prewriting or planning.

E2.13B

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.


Readiness Standard

Structure

IDEAS IN A SUSTAINED WAY

Including, but not limited to:

  • Organize ideas using outlines, note taking, graphic organizers, and/or lists as applicable
  • Select a form or structure appropriate to the genre, purpose and audience

Develop

DRAFTS

Including, but not limited to:

  • In timed and open-ended situations
  • Develop a draft using a selected organizational pattern appropriate to the genre, audience and purpose
  • Include ideas and details that are strongly related and contribute to the thesis or controlling idea of the piece
  • Develop a coherent draft that is focused and well controlled with meaningful transitions and connections
  • Include rhetorical devices as appropriate to convey meaning

Rhetorical device – a technique that an author or speaker uses to influence or persuade an audience

Transitional words and phrases – words or phrases that help to sustain a thought or idea through the writing. They link sentences and paragraphs together smoothly so that there are no abrupt jumps or breaks between ideas.

Note:
This is the second step in the writing process. This SE combines prewriting (making a plan) and writing a draft (putting thoughts onto paper). The focus is on content, not mechanics.

E2.13C 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.
Readiness Standard

After rethinking

HOW WELL QUESTIONS OF PURPOSE, AUDIENCE, AND GENRE HAVE BEEN ADDRESSED

Rhetorical purpose – the author’s primary aim in a piece of writing. The rhetorical purpose could be to narrate, to argue, to review, to explain, or to examine.

Audience – the intended target group for a message, regardless of the medium

Genre – the type or class of a work, usually categorized by form, technique, or content

Revise

DRAFTS

Including, but not limited to:

  • To improve style – the way something is written, in contrast to its content
  • To improve word choice – the author’s thoughtful use of precise vocabulary to fully convey meaning to the reader
  • To improve the use of figurative language – language not intended to be taken literally but layered with meaning through the use of imagery, metaphors, and other literary devices
  • To improve sentence variety – purposeful use of simple, compound, complex and compound complex sentences (refer to E2.17C)
  • To improve subtlety of meaning – fine distinctions of meanin

Revisions may include, but are not limited to:

  • Revise entire sentences including, but not limited to:
    • Run-on sentences and comma splices
    • Fragments
    • Order of words and phrases (e.g. misplaced prepositional phrases)
    • Repetition
    • Transition sentence
  • Revise/change/replace single words and phrases including, but not limited to:
    • General vs. specific
    • Formal vs. informal 
    • Synonyms vs. antonyms
    • Transitional words and phrases
    • Pronoun specificity (antecedent)
    • Appropriate vs. inappropriate
    • Create parallel structure
  • Add/insert sentences including, but not limited to:
    • Relevant details in appropriate places
  • Add/insert single words and/or phrases including, but not limited to:
    • Transitions
  • Add/insert sentences including, but not limited to:
    • Relevant details in appropriate places
  • Delete unnecessary sentences/details
  • Combine sentences into a single sentence while maintaining meaning and clarity

Note:
While this is considered the third step in the writing process, revision may be ongoing throughout the writing process.

E2.13D Edit drafts for grammar, mechanics, and spelling.
Readiness Standard

Edit

DRAFTS

Including, but not limited to:

  • Conventions/Grammar (refer to E2.17Ai-iiiBC)
  • Capitalization and Punctuation (refer to E2.18ABi-iii)
  • Spelling (refer to E2.19A)
  • Previously taught expectations in grammar, capitalization, punctuation, and spelling

Note:
This is the fourth step in the writing process. The focus is on grammar, capitalization, punctuation, and spelling.

STAAR Note:
Questions related to editing may include the following written conventions in the correct answer and/or the distractors:

  • Pronoun use and consistency with antecedents (e.g. it vs. them, I vs.me)
  • Plural vs. possessive (apostrophe use)
  • Subject/verb agreement
  • Consistent verb tense
  • Double negatives
  • Superlative use
  • Part of speech (e.g., intentional vs. intentionally)
  • Comma usage (e.g., in a series, compound sentences, subordinate clauses/phrase, non-restrictive clause etc.)
  • Improperly punctuated sentences (e.g., comma splices, fragments)
  • Capitalization of proper nouns
  • Common spelling errors (e.g. then/than, its/it’s, there/their, a lot/a lot, ei vs. ie, loose/lose)
  • Conjunction use
  • Spelling rules associated with suffixes (e.g., -ing, -s, -es, -ed)
  • Commonly misused terms (e.g., good/well)
  • Article use (e.g., a vs. an)
  • Punctuation in quotations including ending punctuation, commas, and quotation marks
E2.14 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:
TxCCRS Writing
TxCCRS E/LAS.I.A - English/Language Arts/Writing. Compose a variety of texts that demonstrate clear focus, the logical development of ideas in well-organized paragraphs, and the use of appropriate language that advances the author's purpose.
TxCCRS Foundational Skills
TxCCRS CDS.II.B - Cross-Disciplinary Standards/Foundational Skills. Writing across the curriculum
E2.14C Write a script with an explicit or implicit theme and details that contribute to a definite mood or tone.

Write

A SCRIPT WITH AN EXPLICIT OR IMPLICIT THEME AND DETAILS THAT CONTRIBUTE TO A DEFINITE MOOD OR TONE

Script – a written version of the speech and actions of performers, as in a play or film

Explicit theme – the author overtly states the theme somewhere within the work

Implicit theme – refers to the author's ability to construct a piece in such a way that through inference the reader understands the theme

Mood – the atmosphere or feeling created by the writer in a literary work or passage. Mood can be expressed through imagery, word choice, setting, voice, and theme. For example, the mood evoked in Edgar Allan Poe’s work is gloomy and dark.

Tone – the author’s particular attitude, either stated or implied in the writing

E2.24 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:
TxCCRS Listening
TxCCRS E/LAS.IV.B - English/Language Arts/Listening. Listen effectively in informal and formal situations.
E2.24A 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.

Listen

RESPONSIVELY TO A SPEAKER

Including, but not limited to:

  • In whole group, small group, and one-on-one situations
  • Demonstrate proficiency in critical, empathic, appreciative, and reflective listening

By taking notes

THAT SUMMARIZE, SYNTHESIZE, OR HIGHLIGHT THE SPEAKER’S IDEAS FOR CRITICAL REFLECTION

Synthesize – to combine elements and parts to form a coherent whole

By asking

QUESTIONS RELATED TO THE CONTENT FOR CLARIFICATION AND ELABORATION

Including, but not limited to:

  • Ask clear appropriate questions to probe, extend, and clarify issues raised in the oral presentation
The English Language Proficiency Standards (ELPS), as required by 19 Texas Administrative Code, Chapter 74, Subchapter A, §74.4, outline English language proficiency level descriptors and student expectations for English language learners (ELLs). School districts are required to implement ELPS as an integral part of each subject in the required curriculum.

School districts shall provide instruction in the knowledge and skills of the foundation and enrichment curriculum in a manner that is linguistically accommodated commensurate with the student’s levels of English language proficiency to ensure that the student learns the knowledge and skills in the required curriculum.


School districts shall provide content-based instruction including the cross-curricular second language acquisition essential knowledge and skills in subsection (c) of the ELPS in a manner that is linguistically accommodated to help the student acquire English language proficiency.

http://ritter.tea.state.tx.us/rules/tac/chapter074/ch074a.html#74.4 


Choose appropriate ELPS to support instruction.

ELPS# Subsection C: Cross-curricular second language acquisition essential knowledge and skills.
Click here to collapse or expand this section.
ELPS.c.1 The ELL uses language learning strategies to develop an awareness of his or her own learning processes in all content areas. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.1A use prior knowledge and experiences to understand meanings in English
ELPS.c.1B monitor oral and written language production and employ self-corrective techniques or other resources
ELPS.c.1C use strategic learning techniques such as concept mapping, drawing, memorizing, comparing, contrasting, and reviewing to acquire basic and grade-level vocabulary
ELPS.c.1D speak using learning strategies such as requesting assistance, employing non-verbal cues, and using synonyms and circumlocution (conveying ideas by defining or describing when exact English words are not known)
ELPS.c.1E internalize new basic and academic language by using and reusing it in meaningful ways in speaking and writing activities that build concept and language attainment
ELPS.c.1F use accessible language and learn new and essential language in the process
ELPS.c.1G demonstrate an increasing ability to distinguish between formal and informal English and an increasing knowledge of when to use each one commensurate with grade-level learning expectations
ELPS.c.1H develop and expand repertoire of learning strategies such as reasoning inductively or deductively, looking for patterns in language, and analyzing sayings and expressions commensurate with grade-level learning expectations.
ELPS.c.2 The ELL listens to a variety of speakers including teachers, peers, and electronic media to gain an increasing level of comprehension of newly acquired language in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in listening. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.2A distinguish sounds and intonation patterns of English with increasing ease
ELPS.c.2B recognize elements of the English sound system in newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters
ELPS.c.2C learn new language structures, expressions, and basic and academic vocabulary heard during classroom instruction and interactions
ELPS.c.2D monitor understanding of spoken language during classroom instruction and interactions and seek clarification as needed
ELPS.c.2E use visual, contextual, and linguistic support to enhance and confirm understanding of increasingly complex and elaborated spoken language
ELPS.c.2F listen to and derive meaning from a variety of media such as audio tape, video, DVD, and CD ROM to build and reinforce concept and language attainment
ELPS.c.2G understand the general meaning, main points, and important details of spoken language ranging from situations in which topics, language, and contexts are familiar to unfamiliar
ELPS.c.2H understand implicit ideas and information in increasingly complex spoken language commensurate with grade-level learning expectations
ELPS.c.2I demonstrate listening comprehension of increasingly complex spoken English by following directions, retelling or summarizing spoken messages, responding to questions and requests, collaborating with peers, and taking notes commensurate with content and grade-level needs.
ELPS.c.3 The ELL speaks in a variety of modes for a variety of purposes with an awareness of different language registers (formal/informal) using vocabulary with increasing fluency and accuracy in language arts and all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in speaking. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. The student is expected to:
ELPS.c.3A practice producing sounds of newly acquired vocabulary such as long and short vowels, silent letters, and consonant clusters to pronounce English words in a manner that is increasingly comprehensible
ELPS.c.3B expand and internalize initial English vocabulary by learning and using high-frequency English words necessary for identifying and describing people, places, and objects, by retelling simple stories and basic information represented or supported by pictures, and by learning and using routine language needed for classroom communication
ELPS.c.3C speak using a variety of grammatical structures, sentence lengths, sentence types, and connecting words with increasing accuracy and ease as more English is acquired
ELPS.c.3D speak using grade-level content area vocabulary in context to internalize new English words and build academic language proficiency
ELPS.c.3E share information in cooperative learning interactions
ELPS.c.3F ask and give information ranging from using a very limited bank of high-frequency, high-need, concrete vocabulary, including key words and expressions needed for basic communication in academic and social contexts, to using abstract and content-based vocabulary during extended speaking assignments
ELPS.c.3G express opinions, ideas, and feelings ranging from communicating single words and short phrases to participating in extended discussions on a variety of social and grade-appropriate academic topics
ELPS.c.3H narrate, describe, and explain with increasing specificity and detail as more English is acquired
ELPS.c.3I adapt spoken language appropriately for formal and informal purposes
ELPS.c.3J respond orally to information presented in a wide variety of print, electronic, audio, and visual media to build and reinforce concept and language attainment.
ELPS.c.4 The ELL reads a variety of texts for a variety of purposes with an increasing level of comprehension in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in reading. In order for the ELL to meet grade-level learning expectations across the foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations apply to text read aloud for students not yet at the stage of decoding written text. The student is expected to:
ELPS.c.4A learn relationships between sounds and letters of the English language and decode (sound out) words using a combination of skills such as recognizing sound-letter relationships and identifying cognates, affixes, roots, and base words
ELPS.c.4B recognize directionality of English reading such as left to right and top to bottom
ELPS.c.4C develop basic sight vocabulary, derive meaning of environmental print, and comprehend English vocabulary and language structures used routinely in written classroom materials
ELPS.c.4D use prereading supports such as graphic organizers, illustrations, and pretaught topic-related vocabulary and other prereading activities to enhance comprehension of written text
ELPS.c.4E read linguistically accommodated content area material with a decreasing need for linguistic accommodations as more English is learned
ELPS.c.4F 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
ELPS.c.4G demonstrate comprehension of increasingly complex English by participating in shared reading, retelling or summarizing material, responding to questions, and taking notes commensurate with content area and grade level needs
ELPS.c.4H read silently with increasing ease and comprehension for longer periods
ELPS.c.4I demonstrate English comprehension and expand reading skills by employing basic reading skills such as demonstrating understanding of supporting ideas and details in text and graphic sources, summarizing text, and distinguishing main ideas from details commensurate with content area needs
ELPS.c.4J demonstrate English comprehension and expand reading skills by employing inferential skills such as predicting, making connections between ideas, drawing inferences and conclusions from text and graphic sources, and finding supporting text evidence commensurate with content area needs
ELPS.c.4K demonstrate English comprehension and expand reading skills by employing analytical skills such as evaluating written information and performing critical analyses commensurate with content area and grade-level needs.
ELPS.c.5 The ELL writes in a variety of forms with increasing accuracy to effectively address a specific purpose and audience in all content areas. ELLs may be at the beginning, intermediate, advanced, or advanced high stage of English language acquisition in writing. In order for the ELL to meet grade-level learning expectations across foundation and enrichment curriculum, all instruction delivered in English must be linguistically accommodated (communicated, sequenced, and scaffolded) commensurate with the student's level of English language proficiency. For Kindergarten and Grade 1, certain of these student expectations do not apply until the student has reached the stage of generating original written text using a standard writing system. The student is expected to:
ELPS.c.5A learn relationships between sounds and letters of the English language to represent sounds when writing in English
ELPS.c.5B write using newly acquired basic vocabulary and content-based grade-level vocabulary
ELPS.c.5C spell familiar English words with increasing accuracy, and employ English spelling patterns and rules with increasing accuracy as more English is acquired
ELPS.c.5D edit writing for standard grammar and usage, including subject-verb agreement, pronoun agreement, and appropriate verb tenses commensurate with grade-level expectations as more English is acquired
ELPS.c.5E employ increasingly complex grammatical structures in content area writing commensurate with grade-level expectations, such as:
ELPS.c.5F write using a variety of grade-appropriate sentence lengths, patterns, and connecting words to combine phrases, clauses, and sentences in increasingly accurate ways as more English is acquired
ELPS.c.5G narrate, describe, and explain with increasing specificity and detail to fulfill content area writing needs as more English is acquired.
Last Updated 02/10/2017
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