Revised ELAR TEKS Alignmentresources.corwin.com/sites/default/files/teks_masters.pdf · The revised...

Revised ELAR TEKS Alignment

For Reading, Writing & Social Studies

Suggested literary devices are also included for each selection.

by Gina Graham

Dear Teachers,

Text Structures From the Masters offers students a wide variety of mentor texts written from 400BCE to 2012. Readers will become

writers by standing on the shoulders of the masters included in this book.

The revised ELAR TEKS alignment showcases how reading and writing develop over time and from one grade level to the next.

Strand 1: Foundational skills for readers/writers

Developing and sustaining foundational language skills: listening, speaking, discussion, and thinkingo oral languageo beginning reading and writingo vocabularyo fluencyo self-sustained reading

Strand 2: Comprehending texts (former Fig. 19)

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple textsStrand 3: Responding to texts

Response skills: listening, reading, writing, and thinking using multiple textsStrand 4: Genres

Multiple genres: listening, speaking, reading, writing and thinking using multiple textso literary elementso genres

Strand 5: Author’s Choices

Author’s purpose and craft: listening, speaking, reading, writing and thinking using multiple textsStrand 6: Writing

Composition: listening, speaking, reading, writing and thinking using multiple textso writing processo genres

Strand 7: Research

Inquiry and research: listening, speaking, reading, writing and thinking using multiple texts

In addition to the reading and writing TEKS, social studies TEKS have been included, where applicable. Veteran social studies

teachers will be able to use the selections across grade levels and for a variety of purposes.

Accompanying each selection, is a suggested literary device. Each selection was written by a masterful writer who used a number of

literary devices knowingly and/or unknowingly when crafting their writing. We want students to be able to recognize these literary

techniques as both a reader and a writer.

Teachers may want to conduct a “scavenger hunt” to see how many literary devices can be found in one or more of the selections.

History comes to life through the words of some of America’s greatest writers. Students can bring their writing to new heights by

following the text structure and kernel essay that accompanies each historical document.

Text Structures From the Masters is a fun book to read. American history is best told by those who helped shape it.

Thank you Gretchen and Jennifer for gathering these mentor texts into one book!

Gina Graham

Text Structures From the Masters

1 | P a g eTEKS alignment by Gina Graham. © 2019

Lesson 1. Hippocratic Oath

Text Structure: Stepping Up to a New Role

Literary Device

Metanoia: a transformative change of heart; especially: a spiritual conversion

https://www.merriam-webster.com/dictionary/metanoia http://mrsoria.wikia.com/wiki/Metanoia

Grade Level TEKS

3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV

Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts.

9(E) recognize characteristics and structures of

argumentative text by:

8(E) analyze characteristics and structures of


7(E) analyze characteristics and structural elements of argumentative

texts such as:

7(E) critique and

evaluate

characteristics and

structural elements

of argumentative

texts such as:

(i) identifying the claim; (i) identifying

the claim and

analyzing the

argument;

(i) clear arguable claim, appeals, and

convincing conclusion;

(i) clear arguable thesis, appeals, structure

of the argument, convincing conclusion, and

call

to action;

(ii)

distinguishing

facts from

opinion; and

(ii) explaining

how the

author has

used facts for

an argument;

and

(ii)

explaining

how the

author has

used facts

for or

against an

argument;

and

(ii) explaining

how the

author uses

various types

of evidence

to support

the

argument;

(ii) explaining

how the

author uses

various types

of evidence

and

consideration

of alternatives

to support the

argument; and

(ii) identifying

and explaining

the counter

argument;

and

(ii) various types of evidence and treatment of counterarguments, including concessions and

rebuttals; and

(iii) identifying the intended audience or reader (iii) identifiable audience or reader

https://www.merriam-webster.com/dictionary/metanoia

http://mrsoria.wikia.com/wiki/Metanoia


2 | P a g e TEKS alignment by Gina Graham. © 2019

Strand 6

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to:

12(C) compose argumentative texts, including opinion

essays, using genre characteristics and craft

11(C) compose multi- paragraph argumentative texts

using genre characteristics and craft

10(C) compose argumentative texts using genre characteristics and craft

World History Studies (1) History. The student understands traditional historical points of reference in world history. The student is expected to: (B) identify major causes and describe the major effects of the following events from 500 BC to AD 600: the development of the classical civilizations of Greece, Rome, Persia, India (Maurya and Gupta), China (Zhou, Qin, and Han), and the development of major world religions



Lesson 2. Speech to Captain John Smith

Text Structure: Can’t We Just Get Along?

Literary Device

Pathos: Pathos is a quality of an experience in life or a work of art that stirs up emotions of pity, sympathy and sorrow.

https://literarydevices.net/pathos/

Grade Level TEKS


Strand 4


9(D) recognize characteristics and structures of informational

text, including:

8(D) analyze characteristics and structural elements of

informational text, including:


informational texts such as:

7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;

(ii) multiple organizational patterns

within a text to develop the thesis;

(ii) the

relationship

between

organizational

design and thesis;

(ii) the relationship between

organizational design and author's

purpose;

(9E) recognize characteristics and structures of


8(E) analyze characteristics and structures of argumentative

text by:

7(E) analyze characteristics and structural elements of

argumentative texts such as:

7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:

(i) identifying the claim (i) identifying the

claim and

analyzing the

argument


convincing conclusion

(i) clear arguable thesis, appeals, structure of the argument, convincing conclusion, and call

to action

https://literarydevices.net/pathos/



(ii) distinguishing

facts from

opinion; and

(ii) explaining how the author has

used facts for or against an

argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and

(ii) various types of evidence and treatment of counterarguments, including

concessions and rebuttals; and


Strand 5

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how

they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products

and performances. The student is expected to:

10 (B) explain how the use of text

structure contributes to the author's

purpose

9 (B) analyze how the use of text structure contributes to the author's purpose 8 (B) analyze how the use of text structure contributes to the author's purpose

8 (B) evaluate use of text structure to achieve the author's purpose

Strand 6

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that

are meaningful. The student is expected to:

12 (B) compose informational texts, including brief

compositions that convey information about a topic, using a

clear central idea and genre characteristics and craft

11 (B) compose informational texts, including multi-

paragraph essays that convey information about a topic, using

a clear controlling idea or thesis statement and genre

characteristics and craft

10 (B) compose informational texts

such as explanatory essays, reports,

and personal essays using genre




resumes, and personal essays using

genre characteristics and craft

Grade 8 (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.

United States History (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (B) discuss the Americanization movement to assimilate immigrants and American Indians into American culture.



Lesson 3. Mayflower Compact

Text Structure: Team Promise

Literary Device

Thesis: A thesis statement is carefully chosen by a writer and is marked by vigilant selection of words that will never miss its target.

https://literarydevices.net/thesis/

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(i) the central

idea with

supporting

evidence;

(i) the central

idea with

supporting

evidence;

(i) the central

idea with

supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion; and

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

Strand 5

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to: 10(A) Explain the author's purpose and message within a

text

9(A) analyze the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message

within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text

https://literarydevices.net/thesis/



Strand 6


















(15) Government. The student understands the American beliefs and principles reflected in the Declaration of Independence, the U.S. Constitution, and other important historic documents. The student is expected to: (A) identify the influence of ideas from historic documents, including the Magna Carta, the English Bill of Rights, the Mayflower Compact, the Federalist Papers, and selected Anti-Federalist writings, on the U.S. system of government



Lesson 4. Plymouth Plantation

Text Structure: Humble Request for Help

Literary Device

Exposition: Exposition is a literary device used to introduce background information about events, settings, characters etc. to the audience or readers

https://literarydevices.net/exposition/

Grade Level TEKS


Strand 5


they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own

products and performances. The student is expected to:

10 (A) explain the author's purpose and message within a text 9 (A) explain the author's purpose and message within a text 8 (A) analyze the author's purpose, audience, and message within a text

10 (B) explain how the use of text structure to achieve the

author's purpose

10 (B) analyze how the use of text structure to achieve the

author's purpose

9 (B) analyze how the use of text

structure to achieve the author's

purpose

8 (B) analyze use of text structure to

achieve the author's purpose

Strand 6


11 (D) compose correspondence such as thank you notes or letters

11 (D) compose correspondence that

requests information

10 (D) compose correspondence that reflects an opinion,

registers a complaint, or requests information in a business or

friendly structure

9 (D) compose correspondence in a

professional or friendly structure

11 (D) compose correspondence such as thank you notes or letters


https://literarydevices.net/audience/




Lesson 5. Letter to William and Mary College

Text Structure: No, Thank You

Literary Device

Comparison: Comparison is a rhetorical or literary device in which a writer compares or contrasts two people, places, things, or ideas.

https://literarydevices.net/comparison/

Grade Level TEKS


Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

9 (D) recognize characteristics and

structures of informational text,

including:

9 (D) analyze

characteristics and

structural

elements of

informational text,

including:

8 (D) analyze characteristics and

structural elements of informational

text, including:

8 (D) analyze

characteristics

and structural

elements of

informational

texts such as:



texts such as:

7 (D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

7 (D) recognize

characteristics

and structures of

informational

text, including:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution

(iii)

organizational

patterns such as

compare and

contrast

(iii)

organizational

patterns such as

logical order and

order of

importance

(iii) organizational patterns such as definition, classification, advantage, and disadvantage

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories


within a text to develop the thesis

(ii) the

relationship

between

organizational

design and thesis

(iii) organizational patterns such as

cause and effect and problem and

solution

https://literarydevices.net/comparison/



Strand 5

Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products and performances. The student is expected to:

10(A) explain the author's purpose and message within a text 9(A) explain the author's purpose and message within a text 8(A) analyze the author's purpose, audience, and message within a text

8(A) evaluate the author's purpose, audience, and message within a text

10(B) explain how the use of text structure contributes to the author's purpose

10(B) analyze how the use of text structure contributes to the author's purpose


8(B) analyze use of text structure contributes to the author's purpose

10(B) evaluate use of text structure to achieve the author's purpose

10(F) discuss how the author's use of language contributes to voice

10(F) examine

how the author's

use of language

contributes to

voice

9(F) analyze how the author's use of language contributes to mood and voice

9(F) analyze how the author's use of language contributes to the mood, voice, and tone


10(F) examine

how the

author's use of

language

contributes to

voice


Strand 6 Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that


11(D) compose

correspondence

such as thank

you notes or

letters

11(D) compose correspondence that


10(D) compose correspondence that reflects an opinion,


friendly structure

9(D) compose correspondence in a professional or friendly structure

Social Studies, Grade 8 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects



Lesson 6. Speech by Patrick Henry

Text Structure: Lighting a Fire Under a Procrastinator

Literary Device

Persuasion Essay: A persuasive essay is full of all the convincing techniques a writer can employ. It presents a situation, and takes a stand – either in its favor, or against it – to prove to readers whether it is beneficial or harmful for them.

Persuasion is done for these reasons:

A Better World: To ask the people that if they accept your argument, it will be good for them to take action and make the world a better place.

A Worse World: It means that if readers do not do what they are asked to do, the world will become a worse place.

Call to Action: It means to persuade or tempt readers to do what the writer wants them to do.

https://literarydevices.net/persuasive-essay/

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:

https://literarydevices.net/persuasive-essay/




claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose



Strand 6


















Social Studies, Grade 8 History. The student understands significant political and economic issues of the revolutionary era. The student is expected to: (B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington



Lesson 7. “Journal of a Lady of Quality” Janet Schaw 1775

Text Structure: How Bullying Works

Literary Device

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action



(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose

10 (B) analyze how the use of text structure contributes to the author's purpose

9 (B) analyze how the use of text structure contributes to the

author's purpose

8 (B) analyze how the use of text structure contributes to the author's purpose


Strand 6





















Lesson 8. Declaration of Independence

Text Structure: Problem-Solution Message

Literary Device

Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect. “For…” “He has…”

https://literarydevices.net/anaphora/

Grade Level TEKS


Strand 4


9(E) recognize characteristics and structures of argumentative text by:

8(E) analyze characteristics and structures of argumentative text by:

7(E) analyze characteristics and structural elements of argumentative texts such as:

7(E) critique and evaluate characteristics and structural elements of argumentative texts such as:

(i) identifying the claim (i) identifying the claim and analyzing the argument

(i) clear arguable claim, appeals, and convincing conclusion


to action

(ii) distinguishing facts from opinion; and

(ii) explaining how the author has used facts for or against an argument; and

(ii) explaining how the author uses various types of evidence to support the argument;

(ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument

(ii) identifying and explaining the counter argument; and

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and





Strand 5











10 (F) discuss how the author's use of language contributes to voice

10 (F) examine how the author's use of language contributes to voice

9 (F) analyze how the author's use of language contributes to mood and voice

9 (F) analyze how the author's use of language contributes to the mood, voice, and tone

8 (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text

8 (F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text

8 (F) evaluate how the author's diction and syntax contribute to the effective-ness of a text

Strand 6



12 (C) compose argumentative texts, including opinion


11 (C) compose multi- paragraph argumentative texts using


10 (C) compose argumentative texts using genre characteristics and craft

Social Studies, Grade 3

Government. The student understands important ideas in historical documents at various levels of government. The student is expected to: (A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights

Social Studies, Grade 5 Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: (A) identify the key elements and the purposes and explain the importance of the Declaration of Independence (B) explain the purposes of the U.S. Constitution as identified in the Preamble

Social Studies, Grade 8 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.



Lesson 9. Common Sense (Excerpts)

Text Structure: Time for a Real Solution

Literary Device

Point of View Definition: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.

https://literarydevices.net/point-of-view/

Grade Level TEKS


Strand 4


9(E) recognize characteristics and structures of argumentative text by:

8(E) analyze characteristics and structures of argumentative text by:

7(E) analyze characteristics and structural elements of argumentative texts such as:

7(E) critique and evaluate characteristics and structural elements of argumentative texts such as:

(i) identifying the claim (i) identifying the claim and analyzing the argument

(i) clear arguable claim, appeals, and convincing conclusion


to action

(ii) distinguishing facts from opinion; and

(ii) explaining how the author has used facts for or against an argument; and

(ii) explaining how the author uses various types of evidence to support the argument;

(ii) explaining how the author uses various types of evidence and consideration of alternatives to support the argument

(ii) identifying and explaining the counter argument; and

(ii) various types of evidence and treatment of counterarguments, including concessions and rebuttals; and





Strand 5











10 (F) discuss how the author's use of language contributes to voice

10 (F) examine how the author's use of language contributes to voice

9 (F) analyze how the author's use of language contributes to mood and voice

9 (F) analyze how the author's use of language contributes to the mood, voice, and tone

8 (F) analyze how the author's diction and syntax contribute to the mood, voice, and tone of a text

8 (F) evaluate how the author's diction and syntax contribute to the mood, voice, and tone of a text

8 (F) evaluate how the author's diction and syntax contribute to the effective-ness of a text

Strand 6



12 (C) compose argumentative texts, including opinion


11 (C) compose multi- paragraph argumentative texts using


10 (C) compose argumentative texts using genre characteristics and craft


History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de Lafayette, Thomas Paine, and George Washington



Lesson 10. Letter to Her Husband John Adams

Text Structure: Letter from Home

Literary Device

Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.


Grade Level TEKS


Strand 5









10(E) identify the

use of literary

devices, including

first- and third-

person point of

view

10(E) identify and understand the use

of literary devices, including first- and

third- person point of view

9(E) identify the

use of literary

devises, including

omniscient and

limited point of

view, to achieve

a specific

purpose

9(E) identify the

use of literary

devises, including

subjective and

objective point of

view

(E) identify and

analyze the use

of literary

devises, including

multiple points of

view and irony

8(E) analyze the

use of literary

devises, such as

irony and

oxymoron to

achieve specific

purposes

8(E) analyze the

use of literary

devises, such as

irony, sarcasm,

and motif to

achieve specific

purposes

8(E) analyze the use of literary

devises, such as paradox, satire and

allegory to achieve specific purposes






11(D) compose

correspondence

such as thank you

notes or letters





friendly structure





Lesson 11. Letter to George Washington

Text Structure: How Bad Is It? (A Description)

Literary Device

Point of View: Point of view is the angle of considering things, which shows us the opinion, or feelings of the individuals involved in a situation.


Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action




(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5









10(E) identify the

use of literary

devices, including

first- and third-

person point of

view




9(E) identify the

use of literary

devises, including

omniscient and

limited point of

view, to achieve

a specific

purpose

9(E) identify the

use of literary

devises, including

subjective and

objective point of

view

(E) identify and

analyze the use

of literary

devises, including

multiple points of

view and irony

8(E) analyze the

use of literary

devises, such as

irony and

oxymoron to

achieve specific

purposes

8(E) analyze the

use of literary

devises, such as

irony, sarcasm,

and motif to

achieve specific

purposes






Strand 6

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose

multiple texts that are meaningful. The student is expected to:

11(D) compose

correspondence

such as thank you

notes or letters





friendly structure



History. The student understands significant political and economic issues of the revolutionary era. The student is expected to:

(B) explain the roles played by significant individuals during the American Revolution, including Abigail Adams, John Adams, Wentworth Cheswell, Samuel Adams, Mercy

Otis Warren, James Armistead, Benjamin Franklin, Bernardo de Gálvez, Crispus Attucks, King George III, Haym Salomon, Patrick Henry, Thomas Jefferson, the Marquis de

Lafayette, Thomas Paine, and George Washington



Lesson 12. Speech to Angry Officers

Text Structure: Reprimanding a Group

Literary Device

Rhetoric: Rhetoric is a technique of using language effectively and persuasively in spoken or written form.

https://literarydevices.net/rhetoric/

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action




(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose



Strand 6





















Lesson 13. Preamble to the Constitution

Text Structure: Purposes of an Action

Literary Device

Assertion: Assertion is a stylistic approach or technique involving a strong declaration, a forceful or confident and positive statement regarding a belief or a fact. https://literarydevices.net/assertion/

Grade Level TEKS


Strand 2

Comprehension Skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen comprehension of increasingly complex texts. The student is expected to:

6(E) make connections to personal experiences, ideas in other

texts, and society


texts, and society

4(E) make connections to personal experiences, ideas in other texts, and society

Strand 4


9(E) recognize characteristics and structures of



text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and



https://literarydevices.net/assertion/




Strand 5




10(A) explain the author’s purpose and message within a text 9(A) explain the author’s purpose and message within a text 8(A) analyze the author’s purpose, audience and message within a text

8(A) evaluate the author’s purpose, audience and message within a text

Strand 6


















Social Studies, Grade 3 Government. The student understands important ideas in historical documents at various levels of government. The student is expected to: (A) identify the purposes of the Declaration of Independence and the U.S. Constitution, including the Bill of Rights Social Studies, Grade 5 Government. The student understands important ideas in the Declaration of Independence, the U.S. Constitution, and the Bill of Rights. The student is expected to: (A) identify the key elements and the purposes and explain the importance of the Declaration of Independence (B) explain the purposes of the U.S. Constitution as identified in the Preamble Social Studies, Grade 8 History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects United States Government (7) Government. The student understands the American beliefs and principles reflected in the U.S. Constitution and why these are significant. The student is expected to: (B) evaluate how the federal government serves the purposes set forth in the Preamble to the U.S. Constitution (C) explain the significance of the following dates: 1607, founding of Jamestown; 1620, arrival of the Pilgrims and signing of the Mayflower Compact; 1776, adoption of the Declaration of Independence; 1787, writing of the U.S. Constitution; 1803, Louisiana Purchase; and 1861-1865, Civil War.



Lesson 14. “The Star Spangled Banner”

Text Structure: Charm Check

Literary Device

Lyrical Poem: Lyrical poems, which are often popular for their musical quality and rhythm, are pleasing to the ear, and are easily put to music.

https://literarydevices.net/lyric/

Grade Level TEKS


Strand 2


6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding

6(F) make inferences and use evidence to support

understanding


understanding

4(F) make inferences and use evidence to support understanding

6(H) synthesize

information to

create new

understanding

5(H) synthesize information to create new understanding 4(H) synthesize

information from

two texts to

create new

understanding

4(H) synthesize

information

from multiple

texts to create

new

understanding

4(H) synthesize information from a

variety of text types to create new

understanding

Strand 4 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and

across increasingly complex traditional, contemporary, classical, and diverse literary texts.

9(B) explain

rhyme scheme,

sound devices,

and structural

elements such

as stanzas in a

variety of poems

9(B) explain

figurative

language such as

simile,

metaphor, and

personification

that the poet

uses to create

images

9(B) explain the

use of sound

devices and

figurative

language and

distinguish

between the

poet and the

speaker in

poems across a

variety of poetic

forms

8(B) analyze the

effect of meter

and structural

elements such as

line breaks in

poems across a

variety of poetic

forms

8(B) analyze the

effect of rhyme

scheme, meter,

and graphical

elements such as

punctuation and

capitalization in

poems across a

variety of poetic

forms

8(B) analyze the

effect of graphical

elements such as

punctuation and

line length in

poems across a

variety of poetic

forms such as

epic, lyric, and

humorous poetry

7(B) analyze the

structure,

prosody, and

graphic elements

such as line

length and word

position in poems

across a variety

of poetic forms

7(B) analyze the

effects of

metrics; rhyme

schemes; types

of rhymes such

as end, internal,

slant, and eye;

and other

conventions in

poems across a

variety of poetic

forms

7(B) analyze

relationships

among

characteristics of

poetry, including

stanzas, line

breaks, speaker,

and sound

devices in poems

across a variety of

poetic forms

7(B) analyze the

effects of sound,

form, figurative

language,

graphics, and

dramatic

structure in

poetry across

literary time

periods and

cultures

https://literarydevices.net/rhythm/




Social Studies, Grade 5 (17) Citizenship. The student understands important symbols, customs, celebrations, and landmarks that represent American beliefs and principles and contribute to our national identity. The student is expected to: (B) sing or recite "The Star-Spangled Banner" and explain its history Social Studies, Grade 8 History. The student understands the challenges confronted by the government and its leaders in the early years of the republic and the Age of Jackson. The student is expected to: (D) explain the causes, important events, and effects of the War of 1812



Lesson 15. “Victory or Death” Letter From the Alamo

Text Structure: S.O.S.

Literary Device

Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator.

https://literarydevices.net/narrative/

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;

(9E) recognize characteristics and structures of argumentative

text by:


text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action




(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5




(F) discuss how the author's use of

language contributes to voice

(F) examine how

the author's use of

language

contributes to

voice

(F) analyze how the author's use of language contributes to

the mood, voice, and tone

(F) analyze how the author's diction

and syntax contribute to the mood,

voice, and tone of a text

(F) evaluate how the author's diction

and syntax contribute to the

effectiveness of a text

Social Studies, Grade 4 History. The student understands the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States. The student is expected to: (A) analyze the causes, major events, and effects of the Texas Revolution, including the Battle of the Alamo, the Texas Declaration of Independence, the Runaway Scrape, and the Battle of San Jacinto Social Studies, Grade 7 (3) History. The student understands how individuals, events, and issues related to the Texas Revolution shaped the history of Texas. The student is expected to: (C) explain the issues surrounding significant events of the Texas Revolution, including the Battle of Gonzales, William B. Travis's letter "To the People of Texas and All Americans in the World," the siege of the Alamo and all the heroic defenders who gave their lives there, the Constitutional Convention of 1836, Fannin's surrender at Goliad, and the Battle of San Jacinto



Lesson 16. “Observations on a Steamboat Between Pittsburgh and Cincinnati”

Text Structure: Sightseeing

Literary Device



Grade Level TEKS


Strand 2



Strand 5






(F) examine how

the author's use of

language

contributes to

voice

(F) analyze how the author's use of language contributes to

the mood, voice, and tone










Strand 6

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts

that are meaningful. The student is expected to:

12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft

11(A) compose literary texts such as personal narratives,

fiction, and poetry using genre characteristics and craft

10(A) compose literary texts such as fiction and poetry using genre characteristics

and craft

Social Studies, Grade 8 Geography. The student understands the location and characteristics of places and regions of the United States, past and present. The student is expected to: (A) locate places and regions of importance in the United States during the 17th, 18th, and 19th centuries (B) compare places and regions of the United States in terms of physical and human characteristics



Lesson 17. “Factory Life”

Text Structure: Tour of an Unfamiliar Place

Literary Device



Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(i) the central

idea with

supporting

evidence

(i) the central

idea with

supporting

evidence

(i) the central

idea with

supporting

evidence

(i) the controlling

idea or thesis

with supporting

evidence

(i) the controlling

idea or thesis

with supporting

evidence

(i) the controlling

idea or thesis

with supporting

evidence

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

Strand 5




10(A) explain the author's purpose and message within a

text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text






(F) examine

how the

author's use

of language

contributes

to voice

(F) analyze how

the author's use

of language

contributes to

mood and voice

(F) analyze how the author's use of

language contributes to the mood,

voice, and tone







Strand 6

















Social Studies, Grade 8 (12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: (C) explain the reasons for the increase in factories and urbanization (23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs; (E) identify the political, social, and economic contributions of women to American society. (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to: (B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform

abolition, the labor reform movement, and care of the disabled.



Lesson 18. “Ain’t I a Woman?” Speech

Text Structure: Breaking Into a Heated Argument

Literary Device



Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and







Strand 5






(F) examine

how the

author's use

of language

contributes

to voice

(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6



















(23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (C) identify ways conflicts between people from various racial, ethnic, and religious groups were resolved; (D) analyze the contributions of people of various racial, ethnic, and religious groups to our national identity; and (E) identify the political, social, and economic contributions of women to American society.



Lesson 19. Emancipation Proclamation

Text Structure: Controversial Decision

Literary Device



Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(i) the central idea with supporting evidence (i) the controlling idea or thesis with supporting evidence (i) clear thesis, relevant supporting

evidence, pertinent examples, and

conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action




(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






(F) examine

how the

author's use

of language

contributes

to voice

(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6


















Social Studies, Grade 8 (8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to: (B) explain the causes of the Civil War, including sectionalism, states' rights, and slavery, and significant events of the Civil War, including the firing on Fort Sumter; the battles of Antietam, Gettysburg, and Vicksburg; the announcement of the Emancipation Proclamation; Lee's surrender at Appomattox Court House; and the assassination of Abraham Lincoln



Lesson 20. Gettysburg Address

Text Structure: At the Moment of a Milestone

Literary Device



Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action


Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text




10(D)

describe how

the author’s

use of

imagery,

literal and

figurative

language

such as

simile, and

sound

devices such

as

onomatopoei

a achieves

specific

purposes

10(D)

describe how

the author’s

use of

imagery,

literal and

figurative

language

such as simile

and

metaphor,

and sound

devices such

as alliteration

and

assonance

achieves

specific

purposes

10(D)

describe how

the author’s

use of

imagery,

literal and

figurative

language

such as simile

and

metaphor,

and sound

devices

achieves

specific

purposes

9(D) describe how the author’s use of

figurative language such as metaphor

and personification achieves specific

purposes

9(D) describe

how the author’s

use of figurative

language such as

extended

metaphor

achieves specific

purposes

8(D) analyze

how the

author’s use of

language

achieves

specific

purposes

8(D) analyze

how the

author’s use of

language

informs and

shapes the

perception of

readers

8(D) evaluate

how the

author’s use of

language

informs and

shapes the

perception of

readers

8(D) critique

and evaluate

how the

author’s use of

language

informs and

shapes the

perception of

readers

10(F) discuss how the author's use

of language contributes to voice

10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice

9(F) analyze how the author's use of


voice, and tone

8(F) analyze how the author's diction



8(F) evaluate how the author's

diction and syntax contribute to the


Strand 6


















Social Studies, Grade 8 (8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to: (C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address



Lesson 21. Second Inaugural Address

Text Structure: We’re Both Wrong; We’re Both Right

Literary Device

Emphatic Assertion: Conveys sympathy to someone, and usually has two parts: the first encompasses recognition of the feelings or situations of the other person, and the second is a statement that shows support for the other person’s viewpoint, feelings, or rights.


Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:



conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:





claim and

analyzing the

argument




to action


Strand 5






10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







10(G) identify

and explain

the use of

hyperbole

10(G) identify

and explain

the use of

anecdote

10(G) explain

the purpose

of hyperbole,

stereotyping

and anecdote

9(G) explain the

differences

between

rhetorical

devices and

logical fallacies

9(G) explain the

purpose of

rhetorical devices

such as direct

address and

rhetorical

questions and

logical fallacies

such as loaded

language and

sweeping

generalizations

9(G) explain the

purpose of

rhetorical devices

such as analogy

and juxtaposition

and of logical

fallacies such as

bandwagon

appeals and

circular

reasoning

8(G) explain the

purpose of

rhetorical

devices such as

understatement

and

overstatement

and the effect of

logical fallacies

such as straw

man and red

herring

arguments

8(G) explain

the purpose

of rhetorical

devices such

as appeals,

antithesis,

parallelism,

and shifts and

the effects of

logical

fallacies

8(G) analyze the effects of rhetorical

devices and logical fallacies on the

way the text is read and understood



Strand 6


















Social Studies, Grade 8 (8) History. The student understands individuals, issues, and events of the Civil War. The student is expected to: (C) analyze Abraham Lincoln's ideas about liberty, equality, union, and government as contained in his first and second inaugural addresses and the Gettysburg Address and contrast them with the ideas contained in Jefferson Davis's inaugural address

Lincoln’s Second Inaugural Address: Themes & Purpose: https://study.com/academy/lesson/lincolns-second-inaugural-address-themes-purpose.html

https://study.com/academy/lesson/lincolns-second-inaugural-address-themes-purpose.html



Lesson 22. Letter to Harriet Beecher Stowe

Text Structure: Letter to an Author

Literary Device

Prose: Prose is a form of language that has no formal metrical structure. It applies a natural flow of speech, and ordinary grammatical structure rather than rhythmic structure, such as in the case of traditional poetry.

https://literarydevices.net/prose/

Grade Level TEKS


Strand 2




understanding


understanding


Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text






10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose

multiple texts that are meaningful. The student is expected to:

11(D) compose

correspondence

such as thank you

notes or letters





friendly structure


Social Studies, Grade 8 (1) History. The student understands traditional historical points of reference in U.S. history through 1877. The student is expected to: (A) identify the major eras and events in U.S. history through 1877, including colonization, revolution, drafting of the Declaration of Independence, creation and ratification of the Constitution, religious revivals such as the Second Great Awakening, early republic, the Age of Jackson, westward expansion, reform movements, sectionalism, Civil War, and Reconstruction, and describe their causes and effects



Lesson 23. “Women’s Rights to the Suffrage” Speech

Text Structure: Fighting Unfairness with Logic

Literary Device

Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect – the use of the word “we”.

https://literarydevices.net/anaphora/ Rhetorical Question: A rhetorical question is asked just for effect or to lay emphasis on some point discussed when no real answer is expected. The only question left to be settled now is: Are women persons?

https://literarydevices.net/rhetorical-question/

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


https://literarydevices.net/rhetorical-question/




claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone









10(G) identify

and explain

the use of

hyperbole

10(G) identify

and explain

the use of

anecdote

10(G) explain

the purpose

of hyperbole,

stereotyping

and anecdote

9(G) explain the

differences

between

rhetorical

devices and

logical fallacies

9(G) explain the

purpose of

rhetorical devices

such as direct

address and

rhetorical

questions and

logical fallacies

such as loaded

language and

sweeping

generalizations

9(G) explain the

purpose of

rhetorical devices

such as analogy

and juxtaposition

and of logical

fallacies such as

bandwagon

appeals and

circular

reasoning

8(G) explain the

purpose of

rhetorical

devices such as

understatement

and

overstatement

and the effect of

logical fallacies

such as straw

man and red

herring

arguments

8(G) explain

the purpose

of rhetorical

devices such

as appeals,

antithesis,

parallelism,

and shifts and

the effects of

logical

fallacies




Strand 6

Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple

texts that are legible and uses appropriate conventions. The student is expected to:

11(B)(i) organizing with purposeful structure, including an

introduction and a conclusion


introduction, transitions, coherence within and across

paragraphs, and a conclusion

9(B)(i) using an organizing structure

appropriate to purpose, audience,

topic, and context

9(B)(i) using strategic organizational

structures appropriate to purpose,

audience, topic, and context

Social Studies, Grade 8 (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to: (B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled United States History (5) History. The student understands the effects of reform and third-party movements in the early 20th century. The student is expected to: (B) evaluate the impact of muckrakers and reform leaders such as Upton Sinclair, Susan B. Anthony, Ida B. Wells, and W. E. B. DuBois on American society



Lesson 24. “Advice to Youth” Speech

Text Structure: Valuable Advice

Literary Device

Style: The style in writing can be defined as the way a writer writes. It is the technique that an individual author uses in his writing. It varies from author to author, and depends upon one’s syntax, word choice, and tone. It can also be described as a “voice” that readers listen to when they read the work of a writer.

https://literarydevices.net/style/

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:



conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

https://literarydevices.net/syntax/

https://literarydevices.net/voice/




Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







10(G) identify

and explain

the use of

hyperbole

10(G) identify

and explain

the use of

anecdote

10(G) explain

the purpose

of hyperbole,

stereotyping

and anecdote

9(G) explain the

differences

between

rhetorical

devices and

logical fallacies

9(G) explain the

purpose of

rhetorical devices

such as direct

address and

rhetorical

questions and

logical fallacies

such as loaded

language and

sweeping

generalizations

9(G) explain the

purpose of

rhetorical devices

such as analogy

and juxtaposition

and of logical

fallacies such as

bandwagon

appeals and

circular

reasoning

8(G) explain the

purpose of

rhetorical

devices such as

understatement

and

overstatement

and the effect of

logical fallacies

such as straw

man and red

herring

arguments

8(G) explain

the purpose

of rhetorical

devices such

as appeals,

antithesis,

parallelism,

and shifts and

the effects of

logical

fallacies




Strand 6










topic, and context




World History Studies (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists



Lesson 25. Letter to a Friend

Text Structure: Comforting a Friend in Pain

Literary Device

Tone: The tone of a literary work is the perspective or attitude that the author adopts with regards to a specific character, place or development. Tone can portray a variety of emotions ranging from solemn, grave, and critical to witty, wry and humorous.

http://literary-devices.com/content/tone

Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and







Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6










topic, and context




11(D) compose

correspondence

such as thank

you notes or

letters





friendly structure




Lesson 26. Letter to Professor Baird

Text Structure: I Want More (While I Have the Chance)

Literary Device



Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action




(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone









Strand 6










topic, and context




11(D) compose

correspondence

such as thank

you notes or

letters





friendly structure


United States History (14) Geography. The student understands the relationship between population growth and modernization on the physical environment. The student is expected to: (A) identify the effects of population growth and distribution on the physical environment; (B) identify the roles of governmental entities and private citizens in managing the environment such as the establishment of the National Park System, the Environmental Protection Agency (EPA), and the Endangered Species Act



Lesson 27. Hard Times Cotton Mill Girls (Excerpt)

Text Structure: First Earnings

Literary Device



Grade Level TEKS


Strand 2




understanding


understanding


Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text






10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6










topic, and context




Social Studies, Grade 8 (12) Economics. The student understands why various sections of the United States developed different patterns of economic activity. The student is expected to: (C) explain the reasons for the increase in factories and urbanization (23) Culture. The student understands the relationships between and among people from various groups, including racial, ethnic, and religious groups, during the 17th, 18th, and 19th centuries. The student is expected to: (B) explain the relationship between urbanization and conflicts resulting from differences in religion, social class, and political beliefs; (E) identify the political, social, and economic contributions of women to American society. (24) Culture. The student understands the major reform movements of the 19th century. The student is expected to: (B) evaluate the impact of reform movements, including educational reform, temperance, the women's rights movement, prison reform, abolition, the labor reform movement, and care of the disabled.



Lesson 28. The Pledge of Allegiance

Text Structure: My Symbol

Literary Device

Symbolism is the use of symbols to signify ideas and qualities, by giving them symbolic meanings that are different from their literal sense.

https://literarydevices.net/symbolism

Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action


https://literarydevices.net/symbolism



Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Social Studies, Kindergarten The Pledge of Allegiance is specifically mentioned in the Kindergarten TEKS. However, this is a continuing thread throughout the History of the United States of America. (10) Citizenship. The student understands important symbols, customs, and responsibilities that represent American beliefs and principles and contribute to our national identity. The student is expected to:

(B) recite the Pledge of Allegiance to the United States Flag and the Pledge to the Texas Flag



Lesson 29. On Lynchings (Excerpt)

Text Structure: Narrative: Just the Facts

Literary Device

Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence.

A story is taken as a synonym of narrative. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. Sometimes he or she may only observe the events as a third-person narrator and gives his or her verdict.


Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:



conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(iii) organizational

patterns such as

cause and effect

and problem and

solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




Strand 5




10(B) explain how the use of text


purpose

9(B) analyze how the use of text structure contributes to the author's purpose 8(B) analyze how the use of text structure contributes to the author's purpose




10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6



12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft

United States History (3) History. The student understands the political, economic, and social changes in the United States from 1877 to 1898. The student is expected to: (C) analyze social issues affecting women, minorities, children, immigrants, urbanization, the Social Gospel, and philanthropy of industrialists



Lesson 30. Letter to Jessie Gladden

Text Structure: Letter of Recommendation

Literary Device



Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action




(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone









Strand 6










topic, and context




11(D) compose

correspondence

such as thank you

notes or letters





friendly structure


Strand 6



12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft

Although the letter written by Clara Barton references the Civil War and the Spanish-American War, this letter could be used when studying other conflicts involving

American soldiers.



Lesson 31. A Modern Day Devil Baby

Text Structure: Why Something Goes Viral

Literary Device

Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence.

A story is taken as a synonym of narrative. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. Sometimes he or she may only observe the events as a third-person narrator and gives his or her verdict.


Grade Level TEKS


Strand 3

Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read, heard, or viewed. The student is expected to:

7(D) retell and

paraphrase texts

in ways that

maintain meaning

and logical order

7(D) retell, paraphrase, or summarize

texts in ways that maintain meaning

and logical

order

6(D) paraphrase and summarize texts in ways that maintain

meaning and logical order

5(D) paraphrase and summarize texts in ways that maintain meaning and logical

order

Strand 4


8(D) explain the

influence of the

setting on the

plot

8(D) analyze the influence of the

setting, including historical and

cultural settings, on the plot

7(D) analyze

how the setting,

including

historical and

cultural settings,

influences

character and

plot

development

7(D) analyze how

the setting

influences

character and

plot development

7(D) explain how

the setting

influences the

values and beliefs

of characters

6(D) analyze how

the setting

influences the

theme

6(D) analyze

how historical

and cultural

settings

influence

characterization

, plot, and

theme across

texts

6(D) evaluate how the historical, social,

and economic context of setting(s)

influences the plot, characterization,

and theme




9(A)

demonstrate

knowledge of

distinguishing

characteristics

of well-known

children's

literature such

as folktales,

fables, fairy

tales, legends,

and myths

9(A)

demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's

literature such as

folktales, fables,

legends, myths,

and tall tales

9(A)

demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's

literature such

as folktales,

fables, legends,

myths, and tall

tales

8(A) demonstrate

knowledge of

literary genres

such as realistic

fiction,

adventure

stories, historical

fiction,

mysteries,

humor, and

myths

8(A) demonstrate

knowledge of

literary genres

such as realistic

fiction, adventure

stories, historical

fiction, mysteries,

humor, myths,

fantasy, and

science fiction

8(A) demonstrate

knowledge of

literary genres

such as realistic

fiction, adventure

stories, historical

fiction, mysteries,

humor, fantasy,

science fiction,

and short stories

7(A) read and

respond to

American,

British, and

world literature

7(A) read and

analyze world

literature across

literary periods

7(A) read and

analyze American

literature across

literary periods

7(A) read and

analyze British

literature across

literary periods

Strand 5






purpose



10(G) identify

and explain

the use of

hyperbole

10(G) identify

and explain

the use of

anecdote

10(G) explain

the purpose

of hyperbole,

stereotyping

and anecdote

9(G) explain the

differences

between

rhetorical

devices and

logical fallacies

9(G) explain the

purpose of

rhetorical devices

such as direct

address and

rhetorical

questions and

logical fallacies

such as loaded

language and

sweeping

generalizations

9(G) explain the

purpose of

rhetorical devices

such as analogy

and juxtaposition

and of logical

fallacies such as

bandwagon

appeals and

circular reasoning

8(G) explain the

purpose of

rhetorical

devices such as

understatement

and

overstatement

and the effect of

logical fallacies

such as straw

man and red

herring

arguments

8(G) explain

the purpose

of rhetorical

devices such

as appeals,

antithesis,

parallelism,

and shifts and

the effects of

logical

fallacies






Strand 6










topic, and context




United States History (26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to: (D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and Oprah Winfrey to American society



Lesson 32. “Remembering Slavery” (Excerpt)

Text Structure: Letter of Recommendation

Literary Device

Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A story is taken as a synonym of narrative. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. Sometimes he or she may only observe the events as a third-person narrator and gives his or her verdict.


Grade Level TEKS


Strand 2




understanding


understanding


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:



conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion




Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text



10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6


texts that are legible and uses appropriate conventions. The student is expected to: 11(B)(i) organizing with purposeful structure, including an







topic, and context




Strand 6

Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that are meaningful. The student is expected to: 12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft

United States History

(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:

(C) explain how the contributions of people of various racial, ethnic, gender, and religious groups shape American culture



Lesson 33. “The Pleasure of Books”

Text Structure: Objects of Affection

Literary Device

Tone: The tone of a literary work is the perspective or attitude that the author adopts with regards to a specific character, place or development. Tone can portray a variety of emotions ranging from solemn, grave, and critical to witty, wry and humorous.


Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and







Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text



purpose



Strand 6










topic, and context




The sentence, “Books are of the people, by the people, for the people” can be discussed and compared to the Gettysburg Address.



Lesson 34. Letter From Phyllis

Text Structure: True or False? Neither

Literary Device

Exposition: Exposition is a literary device used to introduce background information about events, settings, characters etc. to the audience or readers.


Grade Level TEKS


Strand 2



texts, and society


texts, and society


Strand 3


7(A) describe personal connections to a variety of sources,

including self-selected texts;



5(A) describe personal connections to a variety of sources, including self-selected

texts;

7(D) retell and

paraphrase texts

in ways that

maintain meaning

and logical order

7(D) retell, paraphrase, or summarize

texts in ways that maintain meaning

and logical

order

6(D) paraphrase and summarize texts in ways that maintain

meaning and logical order

5(D) paraphrase and summarize texts in ways that maintain meaning and logical

order

7(G) discuss specific ideas in the text that are important to

the meaning

6(G) discuss and write about the explicit or implicit meanings

of text

5(G) discuss and write about the explicit and implicit meanings of text





Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Social Studies, Grade 8 (25) Culture. The student understands the impact of religion on the American way of life. The student is expected to: (A) trace the development of religious freedom in the United States;

United States History (25) Culture. The student understands how the development of ideas has influenced institutions and societies. The student is expected to: (C) explain the relationship among Christianity, individualism, and growing secularism that began with the Renaissance and how the relationship influenced subsequent political developments; (28) Science, technology, and society. The student understands how major scientific and mathematical discoveries and technological innovations have affected societies from 1750 to the present. The student is expected to: (E) identify the contributions of significant scientists and inventors such as Marie Curie, Thomas Edison, Albert Einstein, Louis Pasteur, and James Watt



Lesson 35. It’s a Great Life

Text Structure: How An Experience Changed Me

Literary Device



Grade Level TEKS


Strand 2



texts, and society


texts, and society


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(i) the central

idea with

supporting

evidence

(i) the central

idea with

supporting

evidence

(i) the central

idea with

supporting

evidence

(i) the controlling

idea or thesis

with supporting

evidence

(i) the controlling

idea or thesis

with supporting

evidence

(i) the controlling

idea or thesis

with supporting

evidence

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion




Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text



10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6



12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft

United States History (16) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to: (E) describe how various New Deal agencies and programs, including the Federal Deposit Insurance Corporation, the Securities and Exchange Commission, and the Social Security Administration, continue to affect the lives of U.S. citizens.



Lesson 36. “I’d Rather Not Be on Relief”

Text Structure: Lester Hunter Song

Literary Device

Lyrical Poem: Lyrical poems, which are often popular for their musical quality and rhythm, are pleasing to the ear, and are easily put to music.


Grade Level TEKS


Strand 2




understanding


understanding


6(H) synthesize information to create new understanding 5(H) synthesize information to create new understanding 4(H) synthesize

information from

two texts to

create new

understanding

4(H) synthesize

information

from multiple

texts to create

new

understanding



understanding

Strand 4 Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and

across increasingly complex traditional, contemporary, classical, and diverse literary texts.

9(B) explain

rhyme scheme,

sound devices,

and structural

elements such

as stanzas in a

variety of poems

9(B) explain

figurative

language such as

simile,

metaphor, and

personification

that the poet

uses to create

images

9(B) explain the

use of sound

devices and

figurative

language and

distinguish

between the

poet and the

speaker in

poems across a

variety of poetic

forms

8(B) analyze the

effect of meter

and structural

elements such as

line breaks in

poems across a

variety of poetic

forms

8(B) analyze the

effect of rhyme

scheme, meter,

and graphical

elements such as

punctuation and

capitalization in

poems across a

variety of poetic

forms

8(B) analyze the

effect of graphical

elements such as

punctuation and

line length in

poems across a

variety of poetic

forms such as

epic, lyric, and

humorous poetry

7(B) analyze the

structure,

prosody, and

graphic elements

such as line

length and word

position in poems

across a variety

of poetic forms

7(B) analyze the

effects of

metrics; rhyme

schemes; types

of rhymes such

as end, internal,

slant, and eye;

and other

conventions in

poems across a

variety of poetic

forms

7(B) analyze

relationships

among

characteristics of

poetry, including

stanzas, line

breaks, speaker,

and sound

devices in poems

across a variety of

poetic forms

7(B) analyze the

effects of sound,

form, figurative

language,

graphics, and

dramatic

structure in

poetry across

literary time

periods and

cultures




Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text



10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6



12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft


(16) Economics. The student understands significant economic developments between World War I and World War II. The student is expected to: (A) analyze causes of economic growth and prosperity in the 1920s, including Warren Harding's Return to Normalcy, reduced taxes, and increased production efficiencies; (B) identify the causes of the Great Depression, including the impact of tariffs on world trade, stock market speculation, bank failures, and the monetary policy of the Federal Reserve System; (C) analyze the effects of the Great Depression on the U.S. economy and society such as widespread unemployment and deportation and repatriation of people of European and Mexican heritage and others; (D) compare the New Deal policies and its opponents' approaches to resolving the economic effects of the Great Depression



Lesson 37. Pearl Harbor Address to the Nation

Text Structure: Picking Up the Pieces

Literary Device

Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect. “…Last night…, Last night…, Last Night…”


Parallelism is the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning, or meter. https://literarydevices.net/parallelism/

Grade Level TEKS


Strand 4


8(D) explain the

influence of the

setting on the

plot




7(D) analyze

how the setting,

including

historical and

cultural settings,

influences

character and

plot

development

7(D) analyze how

the setting

influences

character and

plot development

7(D) explain how

the setting

influences the

values and beliefs

of characters

6(D) analyze how

the setting

influences the

theme

6(D) analyze

how historical

and cultural

settings

influence

characterization

, plot, and

theme across

texts




and theme




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


https://literarydevices.net/meter/

https://literarydevices.net/parallelism/




claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text



purpose



Strand 6










topic, and context




United States History (7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort



Lesson 38. Letter to Her Husband

Text Structure: Heads Up from Your Wingman

Literary Device

Emphatic Assertion: Conveys sympathy to someone, and usually has two parts: the first encompasses recognition of the feelings or situations of the other person, and the second is a statement that shows support for the other person’s viewpoint, feelings, or rights.


Grade Level TEKS


Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:

9 (D) recognize characteristics and

structures of informational text,

including:

9 (D) analyze

characteristics and

structural

elements of

informational text,

including:



text, including:

8 (D) analyze

characteristics

and structural

elements of

informational

texts such as:



texts such as:

7 (D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

7 (D) recognize

characteristics

and structures of

informational

text, including:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution

(iii)

organizational

patterns such as

compare and

contrast

(iii)

organizational

patterns such as

logical order and

order of

importance

(iii) organizational patterns such as definition, classification, advantage, and disadvantage

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories


within a text to develop the thesis

(ii) the

relationship

between

organizational

design and thesis

(iii) organizational patterns such as

cause and effect and problem and

solution




Strand 5










10(F) examine

how the author's

use of language

contributes to

voice




10(F) examine

how the

author's use of

language

contributes to

voice




11(D) compose

correspondence

such as thank

you notes or

letters





friendly structure


United States History (7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (B) evaluate the domestic and international leadership of Franklin D. Roosevelt and Harry Truman during World War II, including the U.S. relationship with its allies and domestic industry's rapid mobilization for the war effort;

(26) Culture. The student understands how people from various groups contribute to our national identity. The student is expected to:

(D) identify the political, social, and economic contributions of women such as Frances Willard, Jane Addams, Eleanor Roosevelt, Dolores Huerta, Sonia Sotomayor, and

Oprah Winfrey to American society



Lesson 39. “I Love You” Letter

Text Structure: What Do I Mean? Well…

Literary Device

Connotation refers to a meaning that is implied by a word apart from the thing which it describes explicitly. Words carry cultural and emotional associations or meanings in addition to their literal meanings or denotations. https://literarydevices.net/connotation/

Grade Level TEKS


Strand 3






5(A) describe personal connections to a variety of sources, including self-selected

texts;


the meaning


of text


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

https://literarydevices.net/connotation/



(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text



purpose



Strand 6










topic, and context






Lesson 40. Letter to His Son Thom

Text Structure: My Advice About Your Strong Feeling

Literary Device

Audience is the person for whom a writer writes, or composer composes. A writer uses a particular style of language, tone, and content according to what he knows about his audience.


Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;




text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action





(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6










topic, and context






Lesson 41. Inaugural Address

Text Structure: Pep Talk

Literary Device

Antithesis, literal meaning opposite, is a rhetorical device in which two opposite ideas are put together in a sentence to achieve a contrasting effect. https://literarydevices.net/antithesis/

Antithesis is used three times in the first sentence of the speech ("We observe today not a victory of party but a celebration of freedom, symbolizing an end as well as a beginning, signifying renewal as well as change") and the most famous words of the entire speech ("And so, my fellow Americans, ask not what your country can do for you; ask what you can do for your country").

Grade Level TEKS


Strand 2



texts, and society


texts, and society


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(iii)

organizational

patterns such as

cause and effect

and problem

and solution;

(iii)

organizational

patterns such as

compare and

contrast;

(iii)

organizational

patterns such as

logical order and

order of

importance;

(iii)

organizational

patterns such as

definition,

classification,

advantage, and

disadvantage;

(iii)

organizational

patterns that

support multiple

topics,

categories, and

subcategories;



(ii) the

relationship

between

organizational

design and thesis;



purpose;

https://literarydevices.net/antithesis/






text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




Strand 5






purpose





10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone









10(G) identify

and explain

the use of

hyperbole

10(G) identify

and explain

the use of

anecdote

10(G) explain

the purpose

of hyperbole,

stereotyping

and anecdote

9(G) explain the

differences

between

rhetorical

devices and

logical fallacies

9(G) explain the

purpose of

rhetorical devices

such as direct

address and

rhetorical

questions and

logical fallacies

such as loaded

language and

sweeping

generalizations

9(G) explain the

purpose of

rhetorical devices

such as analogy

and juxtaposition

and of logical

fallacies such as

bandwagon

appeals and

circular

reasoning

8(G) explain the

purpose of

rhetorical

devices such as

understatement

and

overstatement

and the effect of

logical fallacies

such as straw

man and red

herring

arguments

8(G) explain

the purpose

of rhetorical

devices such

as appeals,

antithesis,

parallelism,

and shifts and

the effects of

logical

fallacies




Strand 6










topic, and context




President Kennedy’s inaugural address is not found in the TEKS. However, the power of his words and the call to action embedded in the speech can be included when

studying various historical events when leaders called upon citizens to support the country and their fellow citizens.



Lesson 42. Black Like Me (Excerpt)

Text Structure: Memory Reflection

Literary Device

Narrative: Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator. https://literarydevices.net/narrative/

Grade Level TEKS


Strand 2




understanding


understanding


6(H) synthesize

information to

create new

understanding


information from

two texts to

create new

understanding

4(H) synthesize

information

from multiple

texts to create

new

understanding



understanding

Strand 4


8(D) explain the

influence of the

setting on the

plot




7(D) analyze

how the setting,

including

historical and

cultural settings,

influences

character and

plot

development

7(D) analyze how

the setting

influences

character and

plot development

7(D) explain how

the setting

influences the

values and beliefs

of characters

6(D) analyze how

the setting

influences the

theme

6(D) analyze

how historical

and cultural

settings

influence

characterization

, plot, and

theme across

texts




and theme




Strand 5




10(B) explain how the use of text


purpose

9(B) analyze how the use of text structure contributes to the author's purpose 8(B) analyze how the use of text structure contributes to the author's purpose




10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6



12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft

United States History History. The student understands the impact of the American civil rights movement. The student is expected to: (A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments; (D) compare and contrast the approach taken by some civil rights groups such as the Black Panthers with the nonviolent approach of Martin Luther King Jr.; (F) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965;

United States Government (17) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to: (A) evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger



Lesson 43. “Duty, Honor, Country”

Text Structure: Parting Advice to Your Replacement

Literary Device

Repetition is a literary device that repeats the same words or phrases a few times to make an idea clearer. https://literarydevices.net/repetition/

Tone, in written composition, is an attitude of a writer toward a subject or an audience. Tone is generally conveyed through the choice of words, or the viewpoint of a writer on a particular subject. https://literarydevices.net/tone/

This is also an excellent text selection for studying logos, pathos and ethos.

Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and




https://literarydevices.net/repetition/

https://literarydevices.net/attitude/


https://literarydevices.net/tone/



Strand 5









10(E) identify the

use of literary

devices, including

first- and third-

person point of

view




9(E) identify the

use of literary

devises, including

omniscient and

limited point of

view, to achieve

a specific

purpose

9(E) identify the

use of literary

devises, including

subjective and

objective point of

view

(E) identify and

analyze the use

of literary

devises, including

multiple points of

view and irony

8(E) analyze the

use of literary

devises, such as

irony and

oxymoron to

achieve specific

purposes

8(E) analyze the

use of literary

devises, such as

irony, sarcasm,

and motif to

achieve specific

purposes






10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







10(G) identify

and explain

the use of

hyperbole

10(G) identify

and explain

the use of

anecdote

10(G) explain

the purpose

of hyperbole,

stereotyping

and anecdote

9(G) explain the

differences

between

rhetorical

devices and

logical fallacies

9(G) explain the

purpose of

rhetorical devices

such as direct

address and

rhetorical

questions and

logical fallacies

such as loaded

language and

sweeping

generalizations

9(G) explain the

purpose of

rhetorical devices

such as analogy

and juxtaposition

and of logical

fallacies such as

bandwagon

appeals and

circular reasoning

8(G) explain the

purpose of

rhetorical

devices such as

understatement

and

overstatement

and the effect of

logical fallacies

such as straw

man and red

herring

arguments

8(G) explain

the purpose

of rhetorical

devices such

as appeals,

antithesis,

parallelism,

and shifts and

the effects of

logical

fallacies






Strand 6










topic, and context




United States History (7) History. The student understands the domestic and international impact of U.S. participation in World War II. The student is expected to: (F) evaluate the military contributions of leaders during World War II, including Omar Bradley, Dwight Eisenhower, Douglas MacArthur, Chester A. Nimitz, George Marshall, and George Patton



Lesson 44. Letter to His Astronaut Son

Text Structure: Bon Voyage

Literary Device

Context is the background, environment, setting, framework, or surroundings of events or occurrences. Simply, context means circumstances forming a background of an event, idea or statement, in such a way as to enable readers to understand the narrative or a literary piece. https://literarydevices.net/context/

Various contexts: 1)The beginning of space exploration, 2) wishing someone well as they go on an adventure, 3) Beliefs , 4) love for someone

Grade Level TEKS


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:

(i) the central

idea with

supporting

evidence;

(i) the central

idea with

supporting

evidence;

(i) the central

idea with

supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion; and

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

https://literarydevices.net/setting/


https://literarydevices.net/context/



Strand 5






author's purpose


author's purpose



purpose



Strand 6










topic, and context





(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to: (B) explain how space technology and exploration improve the quality of life



Lesson 45. “Ich bin ein Berliner” Speech

Text Structure: I Feel Your Pain

Literary Device

Repetition is a literary device that repeats the same words or phrases a few times to make an idea clearer. “Let them come to Berlin”


Audience is the person for whom a writer writes, or composer composes. A writer uses a particular style of language, tone, and content according to what he knows about his audience.


Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and









Strand 5









10(E) identify the

use of literary

devices, including

first- and third-

person point of

view




9(E) identify the

use of literary

devises, including

omniscient and

limited point of

view, to achieve

a specific

purpose

9(E) identify the

use of literary

devises, including

subjective and

objective point of

view

(E) identify and

analyze the use

of literary

devises, including

multiple points of

view and irony

8(E) analyze the

use of literary

devises, such as

irony and

oxymoron to

achieve specific

purposes

8(E) analyze the

use of literary

devises, such as

irony, sarcasm,

and motif to

achieve specific

purposes






10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6










topic, and context





(22) Citizenship. The student understands the historical development of significant legal and political concepts related to the rights and responsibilities of citizenship. The student is expected to: (F) assess the degree to which American ideals have advanced human rights and democratic ideas throughout the world



Lesson 46. “And We Shall Overcome” Special Message to Congress (Excerpt)

Text Structure: Flashpoint Moment of Truth

Literary Device

Antithesis, literal meaning opposite, is a rhetorical device in which two opposite ideas are put together in a sentence to achieve a contrasting effect.


Antithesis is used in separate sentences. “There is no cause for pride…There is no cause for self-satisfaction…But there is cause for hope… Parallelism is the use of components in a sentence that are grammatically the same; or similar in their construction, sound, meaning, or meter. https://literarydevices.net/parallelism/

“So it was in Lexington and Concord. So it was a century ago at Appomattox. So it was last week in Selma, Alabama.”

Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action

(ii) distinguishing

facts from

opinion; and



argument; and

(ii) explaining

how the author

uses various

types of

evidence to

support the

argument;

(ii) explaining

how the author

uses various

types of

evidence and

consideration of

alternatives to

support the

argument

(ii) identifying

and explaining

the counter

argument; and





https://literarydevices.net/meter/

https://literarydevices.net/parallelism/



Strand 5









10(E) identify the

use of literary

devices, including

first- and third-

person point of

view




9(E) identify the

use of literary

devises, including

omniscient and

limited point of

view, to achieve

a specific

purpose

9(E) identify the

use of literary

devises, including

subjective and

objective point of

view

(E) identify and

analyze the use

of literary

devises, including

multiple points of

view and irony

8(E) analyze the

use of literary

devises, such as

irony and

oxymoron to

achieve specific

purposes

8(E) analyze the

use of literary

devises, such as

irony, sarcasm,

and motif to

achieve specific

purposes






10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone









Strand 6










topic, and context




Grade 7 (7) History. The student understands how individuals, events, and issues shaped the history of Texas during the 20th and early 21st centuries. The student is expected to: these movements, including James L. Farmer Jr., Hector P. Garcia, Oveta Culp Hobby, Lyndon B. Johnson, the League of United Latin American Citizens (LULAC), Jane McCallum, and Lulu Belle Madison White United States History 9) History. The student understands the impact of the American civil rights movement. The student is expected to: (A) trace the historical development of the civil rights movement in the 19th, 20th, and 21st centuries, including the 13th, 14th, 15th, and 19th amendments; (B) describe the roles of political organizations that promoted civil rights, including ones from African American, Chicano, American Indian, women's, and other civil rights movements; (F) describe presidential actions and congressional votes to address minority rights in the United States, including desegregation of the armed forces, the Civil Rights acts of 1957 and 1964, and the Voting Rights Act of 1965; (H) evaluate changes and events in the United States that have resulted from the civil rights movement, including increased participation of minorities in the political process (17) Culture. The student understands the relationship between government policies and the culture of the United States. The student is expected to: (A) evaluate a U.S. government policy or court decision that has affected a particular racial, ethnic, or religious group such as the Civil Rights Act of 1964 and the U.S. Supreme Court cases of Hernandez v. Texas and Grutter v. Bollinger



Lesson 47. “Lessons of Dr. Martin Luther King, Jr.”

Text Structure: Walking the Walk to Make a Difference

Literary Device



Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action


Strand 5














10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone







Strand 6










topic, and context





(9) History. The student understands the impact of the American civil rights movement. The student is expected to: (C) identify the roles of significant leaders who supported various rights movements, including Martin Luther King Jr., Cesar Chavez, Rosa Parks, Hector P. Garcia, and Betty Friedan



Lesson 48. Nobel Lecture (Abridged)

Text Structure: Using a Story to Make a Point

Literary Device

Theme is defined as a main idea or an underlying meaning of a literary work, which may be stated directly or indirectly.

https://literarydevices.net/theme/

Grade Level TEKS


Strand 2




understanding


understanding


6(H) synthesize

information to

create new

understanding


information from

two texts to

create new

understanding

4(H) synthesize

information

from multiple

texts to create

new

understanding



understanding

Strand 3



the meaning


of text


https://literarydevices.net/theme/



Strand 4


8(A) infer the

theme of a work,

distinguishing

theme from

topic;

8(A) infer basic

themes

supported by

text evidence;

8(A) infer

multiple themes

within a text

using text

evidence;

7(A) infer multiple themes within

and across texts using text

evidence;

7(A) analyze

how themes are

developed

through the

interaction of

characters and

events;

6(A) analyze

how themes are

developed

through

characterization

and plot in a

variety of

literary texts;

6(A) analyze how

themes are

developed

through

characterization

and plot,

including

comparing

similar themes in

a variety of

literary texts

representing

different

cultures;

6(A) analyze relationships among

thematic development,

characterization, point of view,

significance of setting, and plot in a

variety of literary texts;

Strand 4


8(D) explain the

influence of the

setting on the

plot




7(D) analyze

how the setting,

including

historical and

cultural settings,

influences

character and

plot

development

7(D) analyze how

the setting

influences

character and

plot development

7(D) explain how

the setting

influences the

values and beliefs

of characters

6(D) analyze how

the setting

influences the

theme

6(D) analyze

how historical

and cultural

settings

influence

characterization

, plot, and

theme across

texts




and theme

9(A)

demonstrate

knowledge of

distinguishing

characteristics

of well-known

children's

literature such

as folktales,

fables, fairy

tales, legends,

and myths

9(A)

demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's

literature such as

folktales, fables,

legends, myths,

and tall tales

9(A)

demonstrate

knowledge of

distinguishing

characteristics of

well-known

children's

literature such

as folktales,

fables, legends,

myths, and tall

tales

8(A)

demonstrate

knowledge of

literary genres

such as realistic

fiction,

adventure

stories, historical

fiction,

mysteries,

humor, and

myths

8(A) demonstrate

knowledge of

literary genres

such as realistic

fiction, adventure

stories, historical

fiction, mysteries,

humor, myths,

fantasy, and

science fiction

8(A) demonstrate

knowledge of

literary genres

such as realistic

fiction, adventure

stories, historical

fiction, mysteries,

humor, fantasy,

science fiction,

and short stories

7(A) read and

respond to

American,

British, and

world literature

7(A) read and

analyze world

literature across

literary periods

7(A) read and

analyze American

literature across

literary periods

7(A) read and

analyze British

literature across

literary periods



Strand 5






author's purpose


author's purpose



purpose



Strand 6



12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft



Lesson 49. “Pale Blue Dot” Speech

Text Structure: New Perspectives from a Photo

Literary Device

Metaphor: when you portray a person, place, thing, or an action as being something else, even though it is not actually that “something else,” you are speaking metaphorically.

https://literarydevices.net/metaphor/

The title, “Pale Blue Dot” is an example of a metaphor.

Anaphora: In writing or speech, the deliberate repetition of the first part of the sentence in order to achieve an artistic effect. “He has…”


“That’s here. That’s home. That’s us.” “…everyone you know, everyone you ever heard of, every human being…” “…every hunter…every hero…”, etc.

Grade Level TEKS


Strand 4





text by:



7(E) critique and

evaluate

characteristics

and structural

elements of

argumentative

texts such as:


claim and

analyzing the

argument




to action


https://literarydevices.net/metaphor/




Strand 5





text


within a text

8(A) evaluate the

author's purpose,

audience, and

message within a

text

10(D)

describe how

the author’s

use of

imagery,

literal and

figurative

language

such as

simile, and

sound

devices such

as

onomatopoei

a achieves

specific

purposes

10(D)

describe how

the author’s

use of

imagery,

literal and

figurative

language

such as simile

and

metaphor,

and sound

devices such

as alliteration

and

assonance

achieves

specific

purposes

10(D)

describe how

the author’s

use of

imagery,

literal and

figurative

language

such as simile

and

metaphor,

and sound

devices

achieves

specific

purposes

9(D) describe how the author’s use of

figurative language such as metaphor

and personification achieves specific

purposes

9(D) describe

how the author’s

use of figurative

language such as

extended

metaphor

achieves specific

purposes

8(D) analyze

how the

author’s use of

language

achieves

specific

purposes

8(D) analyze

how the

author’s use of

language

informs and

shapes the

perception of

readers

8(D) evaluate

how the

author’s use of

language

informs and

shapes the

perception of

readers

8(D) critique

and evaluate

how the

author’s use of

language

informs and

shapes the

perception of

readers



10(F)

examine how

the author's

use of

language

contributes

to voice

9(F) analyze how

the author's use

of language

contributes to

mood and voice



voice, and tone









Strand 6



















(28) Science, technology, and society. The student understands the influence of scientific discoveries, technological innovations, and the free enterprise system on the standard of living in the United States. The student is expected to: (B) explain how space technology and exploration improve the quality of life



Lesson 50. Letter to My Sons (Preface)

Text Structure: So You’ll Know Me After I’m Gone

Literary Device

Narrative is a report of related events presented to the listeners or readers in words arranged in a logical sequence. A narrative or story is told by a narrator who may be a direct part of that experience and he or she often shares the experience as a first-person narrator.

https://literarydevices.net/narrative/ Autobiography is one type of biography, which tells a life story of its author, meaning it is a written record of the author’s life.

https://literarydevices.net/autobiography/ Audience is the person for whom a writer writes, or composer composes. A writer uses a particular style of language, tone, and content according to what he knows about his audience.


Grade Level TEKS


Strand 2



texts, and society


texts, and society


Strand 4



text, including:





7(D) critique and

evaluate

characteristics

and structural

elements of

informational

texts such as:


https://literarydevices.net/biography/

https://literarydevices.net/autobiography/





(i) the central

idea with

supporting

evidence;

(i) the central

idea with

supporting

evidence;

(i) the central

idea with

supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) the controlling

idea or thesis

with supporting

evidence;

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion; and

(i) clear thesis,

relevant

supporting

evidence,

pertinent

examples, and

conclusion; and

(i) clear thesis,

strong

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

(i) clear thesis,

effective

supporting

evidence,

pertinent

examples,

commentary,

summary, and

conclusion

Strand 5










10(F) examine

how the author's

use of language

contributes to

voice




10(F) examine

how the

author's use of

language

contributes to

voice




Strand 6



12(A) compose

literary texts,

including

personal

narratives and

poetry, using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives and

poetry using

genre

characteristics

and craft

12(A) compose

literary texts such

as personal

narratives,

fiction, and

poetry using

genre

characteristics

and craft




and craft

Revised ELAR TEKS Alignmentresources.corwin.com/sites/default/files/teks_masters.pdf · The revised...

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