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Broad Goals and Objectives

Broad Goals/Enduring Understandings:


1. Writers use patterns to develop their ideas and connect to their readers.
2. Writers use patterns to develop their ideas and connect to their readers.
3. Reflection leads us to consider alternatives, justify answers, weight evidence, and support
ideas.
4. Thoughtful reflection leads us to consider alternatives, justify answers, weigh evidence,
and support ideas.
5. Writers make intentional decisions regarding what information to include and how to
present it in order to influence their readers.
6. Investigating inquiries can solve problems, clarify issues, and answer essential questions.
Writers use intentional strategies meant to persuade the audience.
7. Reading and writing are tools of expression and communication on a personal level and
to a larger audience.
8. Writers use intentional strategies to persuade others.
9. Thoughtful reflection leads us to consider alternatives, justify answers, weigh evidence,
and support ideas while analyzing and writing dramatic pieces.
Guiding Questions:
How can I use patterns in texts to help me take meaningful notes as I read?
How can the patterns I notice in sentences help me to use correct punctuation?
How can I use patterns to create a meaningful short story?
What techniques can I use to create a story that reveals a truth about my life?
What type of organization, including thesis, topic sentences and text evidence, can I use
in an analytical essay?
What events are most important in driving the plot of the story?
How do the literary elements and conflict in the text reveal the tone and theme of the
story or poem?
What characteristics are common in story plots or poems?
What stratagies can I use to analyse stories and poems?
What makes a topic worthy of research?
How does a researcher determine if a source is relevant and reliable?
How do researchers record and compile information from other people without
plagiarizing their work?
How does a writer create and format a work cited page with bibliographic entries?
How does an employee approach a work related documant differently from other
infomational texts?
How do the graphics in a text contribute to the effectiveness of the author's message?
What are the most effective ways to present research to an audience?
How does a writer imbed quotations and cite sources effectively?
How does a graphic contribute to an authors message and support the thesis?
How do writers synthesize their research to present the most important and relevant
information?
How do the graphics in a text conribute to the effectiveness of the writer's message?
How does an employee approach a work related document differently from other
informational texts?
What do I include and what do I leave out of a good summary?
What is the proper format for an expository essay?
How can I make valid conclusions from a text that are justified through textual evidence?
How can I use text evidence to justify my interpretation of a text?
How can I use text evidence to draw conclusions from cultural and historical texts?
How do I use text evidence to respond to an expository piece of literature?
How can you tell when an author is trying to persuade a reader?
How do authors use works of fiction to make social or political commentary?
How can a speakers or writers use of rhetorical devices help or hinder an argument?
How does historical context and cultural background affect an individuals moral choices?
What techniques do politicians, corporations, and marketers use in the media to persuade
the public?
What techniques do print and visual media employ to persuade the public?
What verbal and non-verbal techniques do speakers use to make oral presentations more
effective?
How does a viewer or reader discover the bias of the author or speaker?
How does a play write create conflicts and reveal the plays themes?
What are the structural elements of a play and how do they differ from prose and poetry?
How is the plot of the play affected by the play writes use of archetypes and motifs?
How does a play write create conflicts and reveal the plays themes?
What are the structural elements of a play and how do they differ from prose and poetry?
How is the plot of the play affected by the play writes use of archetypes and motifs?
How do authors use diction and syntax to support their purpose and establish a tone?
What rhetorical devices does the writer employ to support their thesis and convey their
purpose?
How is the bias of an individual or a group communicated through visual and sound
techniques ?
How do authors use diction and syntax to support their purpose and establish a tone?
What rhetorical devices does the writer employ to support their thesis and convey their
purpose?
How is the bias of an individual or a group communicated through visual and sound
techniques ?
Student Knowledge/Skills (TEKS):
Reading

A. Students understand new vocabulary and use it when reading and writing
B. Students analyze, make inferences and draw conclusions about theme and genre in
different cultural, historical, and contemporary contexts and provide evidence from the
text to support their understanding.
C. Students understand, make inferences and draw conclusions about the structure and
elements of poetry and provide evidence from text to support their understanding.
D. Students understand, make inferences and draw conclusions about the structure and
elements of drama and provide evidence from text to support their understanding.
E. Students understand, make inferences and draw conclusions about the structure and
elements of fiction and provide evidence from text to support their understanding.
F. Students understand, make inferences and draw conclusions about the varied structural
patterns and features of literary nonfiction and provide evidence from text to support their
understanding.
G. Students understand, make inferences and draw conclusions about how an author's
sensory language creates imagery in literary text and provide evidence from text to
support their understanding.
H. Students analyze, make inferences and draw conclusions about the author's purpose in
cultural, historical, and contemporary contexts and provide evidence from the text to
support their understanding.
I. Students analyze, make inferences and draw conclusions about expository text and
provide evidence from text to support their understanding.
J. Students analyze, make inferences and draw conclusions about persuasive text and
provide evidence from text to support their analysis.
K. Students understand how to glean and use information in procedural texts and documents.
L. Students use comprehension skills to analyze how words, images, graphics, and sounds
work together in various forms to impact meaning.
Writing
A. Students use elements of the writing process (planning, drafting, revising, editing, and
publishing) to compose text.
B. Students write literary texts to express their ideas and feelings about real or imagined
people, events, and ideas.
C. Students write expository and procedural or work-related texts to communicate ideas and
information to specific audiences for specific purposes.
D. Students write persuasive texts to influence the attitudes or actions of a specific audience
on specific issues.

Oral and Written Conventions
A. Students understand the function of and use the conventions of academic language when
speaking and writing.
B. Students write legibly and use appropriate capitalization and punctuation conventions in
their compositions
C. Students spell correctly.

Research

A. Students ask open-ended research questions and develop a plan for answering them.
B. Students determine, locate, and explore the full range of relevant sources addressing a
research question and systematically record the information they gather.
C. Students clarify research questions and evaluate and synthesize collected information.
D. Students organize and present their ideas and information according to the purpose of the
research and their audience.

Listening and Speaking

A. Students will use comprehension skills to listen attentively to others in formal and
informal settings.
B. Students speak clearly and to the point, using the conventions of language.
C. Students work productively with others in teams.
D. Students will continue to apply earlier standards with greater complexity.