Fun-Size Academic Writing by Gretchen Bernabei and Judi Reimer

TEKS Alignment For Fun-Size Academic Writing by Gretchen Bernabei and Judi Reimer TEKS Alignment by Gina Graham

Dear Teachers, The TEKS alignment for Fun-Size Academic Writing for Serious Learning is intended to support teachers as they plan for writing instruction. The TEKS shown for each lesson follows the lesson as it is presented ( Activity for your class and Challenge for students ). However, as the classroom teacher you may decide to extend the lesson by completing the writing process. Below are the TEKS for each stage of the writing process. It is important for students to write each day, coupled with regular opportunities to revise, edit and publish their work. The lessons are Fun-Size because writing is (and should be) FUN! 3.17A & 4.15A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range a brainstorming, graphic organizers, logs, journals) 5.15A, 6.14A, 7.14A & 8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range a discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea Eng. I 13A, Eng. II 13A, Eng. III 13A & Eng. IV 13A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range a discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases 3.17D & 4.15D edit drafts for grammar, mechanics, and spelling using a teacher-developed rubric 5.15D, 6.14D, 7.14D, 8.14D Eng. I 13D, Eng. II 13D, Eng. III 13D & Eng. IV 13D edit drafts for grammar, mechanics, and spelling 3.17E publish written work for a specific audience 4. 15E revise final draft in response to feedback from peers and teacher and publish written work for a specific audience 5.15E, 6.14E, 7.14E, 7.14E, 8.14E, Eng. I 13E, Eng. II 13E, Eng. III 13E & Eng. IV 13E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences

Teachers will also find that many of the writing lessons also include corresponding reading TEKS. When reading, students learn about text structures and the ways authors communicate with readers. Reading comprehension strategies builds background knowledge that writers use when crafting their own writing. Below is a list of lessons that partner with the reading comprehension strategies found in Figure 19. Fun-Size Lessons Fig. 19 (B) ask literal, interpretive, and evaluative questions of text Fig. 19 (B) ask literal, interpretive, evaluative, and universal questions of text Fig. 19 (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images) 40, 46, 59, 61, 68, 84 Fig. 19 (C) monitor and adjust comprehension (e.g., using background knowledge, creating sensory images, rereading a portion aloud, generating questions) Fig. 19 (C) reflect on understanding to monitor comprehension (e.g., summarizing and synthesizing; making textual, personal, and world connections; creating sensory images Fig. 19 (A) reflect on understanding to monitor comprehension (e.g., asking question, summarizing and synthesizing, making connections, creating sensory images) 83 Fig. 19 (D) make inferences about text using textual evidence to support understanding Fig. 19 (D) make inferences about text and use textual evidence to support understanding Fig. 19 (D) make complex inferences about text and use textual evidence to support understanding Fig. 19 (B) make complex inferences about text and use textual evidence to support understanding Fig. 19 (B) make complex inferences (e.g., inductive and deductive) about text and use textual evidence to support understanding 81, 88, 89, 91, 92 Fig. 19 (E) summarize information in text, maintaining meaning and logical order Fig. 19 (F) make connections (e.g., thematic links, author analysis) between literary and informational texts with similar ideas and provide textual evidence Fig. 19 (E) summarize and paraphrase texts in ways that maintain meaning and logical order within a text and across texts Fig. 19 (F) make connections (e.g., thematic links, author analysis) between and across multiple texts of various genres and provide textual evidence Fig. 19 (F) make connections between and across texts, including other media (e.g., film, play), and provide textual evidence Fig. 19 (F) make intertextual links among and across texts, including other media (e.g., film, play), and provide textual evidence Fig. 19 (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images) Fig. 19 (A) reflect on understanding to monitor comprehension (e.g., asking questions, summarizing and synthesizing, making connections, creating sensory images) 80 38, 53, 56, 63, 67, 71, 80 In addition to the writing TEKS for each lesson, additional TEKS are listed for many of the writing lessons (including reading, media literacy, research and listening/speaking). How the teacher chooses to present the lesson and the final product will determine which TEKS should be included in lesson plans.

Fun-Size Academic Writing for Serious Learning Part I. Narrative - Lesson 1: Color It Up Suggested Pairings - Refer to Grammar Keepers: Lesson 57. Punctuating Dialogue-Chicken Dance Lesson 76. Pitchforking Actions Lesson 78. Pitchforking Using Ba-Da-Bing Lesson 80. Pitchforking Using Descriptions Lesson 81. Pitchforking Using Sounds Lesson 82. Pitchforking Using Smells/Tastes Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 3.10A identify language that creates a graphic, visual experience and appeals to the senses 4.8A identify the author s use of similes and metaphors to produce imagery 5.8A evaluate the impact of sensory details, imagery, and figurative language in literary text 6.8A explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains 7.8A determine the figurative meaning of phrases and analyze how an author s use of language creates imagery, appeals to the senses, and suggests mood 8.8A explain the effect of similes and extended metaphors in literary text Eng. I 7A explain the role of irony, sarcasm, and paradox in literary works 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience Writing. Students write about their own. 3.19A write about 4.17A write about 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 5.17A write a that conveys thoughts and feelings about an experience 6.16A write a 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed 7.16A write a 8.16A write a includes reflections on decisions, actions, Eng. II 7A explain the function of symbolism, allegory, and allusions in literary works Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 7A analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works Eng. IV 7A analyze how the author s patterns of imagery, literary allusions, and conceits reveal theme, set, and create meaning in metaphors, passages, and literary works Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing Students will continue to apply earlier standards with greater complexity. 3.22C, 4.20C, 5.20C & 6.19C use complete simple and compound sentences with correct subject-verb agreement 7.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C, Eng. II 17C, Eng. III 17C, & Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 4.21C(ii) quotation marks 5.21C(ii) proper punctuation and spacing for quotations 6.20C(ii) proper punctuation and spacing for quotations Eng. I 18B(i) quotation marks to indicate sarcasm or irony Eng. II 18B(ii) quotation marks to indicate sarcasm or irony

Fun-Size Academic Writing for Serious Learning Part I. Narrative - Lesson 2: Sprinkle Writing with Humor Level TEKS Suggested Pairings - Refer to Grammar Keepers: Lesson 57. Punctuating Dialogue-Chicken Dance Lesson 74. Paragraph Overhaul Lesson 93. Interjections Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 3.10A identify language that creates a graphic, visual experience and appeals to the senses 4.8A identify the author s use of similes and metaphors to produce imagery 5.8A evaluate the impact of sensory details, imagery, and figurative language in literary text 6.8A explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains 7.8A determine the figurative meaning of phrases and analyze how an author s use of language creates imagery, appeals to the senses, and suggests mood 8.8A explain the effect of similes and extended metaphors in literary text 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience Writing. Students write about their own. 3.19A write about 4.17A write about 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 5.17A write a personal narrative that conveys thoughts and feelings about an experience 6.16A write a 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed 7.16A write a personal narrative that has a clearly defined focus and 8.16A write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, Eng. I 7A explain the role of irony, sarcasm, and paradox in literary works Eng. II 7A explain the function of symbolism, allegory, and allusions in literary works Eng. III 7A analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works Eng. IV 7A analyze how the author s patterns of imagery, literary allusions, and conceits reveal theme, set, and create meaning in metaphors, passages, and literary works Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing Students will continue to apply earlier standards with greater complexity. 3.22C, 4.20C, 5.20C & 6.19C use complete simple and compound sentences with correct subjectverb agreement 7.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C, Eng. II 17C, Eng. III 17C, & Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 4.21C(ii) quotation marks 5.21C(ii) proper punctuation and spacing for quotations 6.20C(ii) proper punctuation and spacing for quotations Eng. I 18B(i) quotation marks to indicate sarcasm or irony Eng. II 18B(ii) quotation marks to indicate sarcasm or irony

Fun-Size Academic Writing for Serious Learning Part I. Narrative - Lesson 3: Adding Movement and Sound to Animate a Piece Level TEKS Suggested Pairings - Refer to Grammar Keepers: Lesson 76. Pitchforking Actions Lesson 81. Pitchforking Using Sounds 4.15E revise final draft in response to feedback from peers and teacher and publish written work for a specific audience Writing. Students write about their own. 3.19A write about 4.17A write about 5.15E, 6.14E, 7.14E, 8.14E & Eng. I-Eng. IV 13E revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences 5.17A write a personal narrative that conveys thoughts and feelings about an experience 6.16A write a personal narrative that has a clearly defined focus and 7.16A write a 8.16A write a includes reflections on decisions, actions, Oral and Written Conventions/ Conventions. Students understand the function of and use the conventions of academic language when speaking and writing Students will continue to apply earlier standards with greater complexity. 3.22A(I) & 4.20A(i) verbs (past, present, future) 5.20A(i) verbs (irregular verbs and active voice) 6.19A(i) verbs (irregular verbs and active and passive voice) 3.22C, 4.20C, 5.20C & 6.19C use complete simple and compound sentences with correct subject-verb agreement 7.19A(i) & 8.19A(i) verbs (perfect and progressive tenses) and participles 7.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17A(i) & Eng. II 17A(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles) Eng. I 17C, Eng. II 17C, Eng. III 17C, & Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 4.21C(ii) quotation marks 5.21C(ii) proper punctuation and spacing for quotations 6.20C(ii) proper punctuation and spacing for quotations Eng. I 18B(i) quotation marks to indicate sarcasm or irony Eng. II 18B(ii) quotation marks to indicate sarcasm or irony

Part I. Narrative - Lesson 4: Using Asides Fun-Size Academic Writing for Serious Learning Asides are not included in the TEKS. However, when students are writing, or revising a piece of writing, asides can be added to give the hidden additional insight into the thoughts of the writer. After reading and discussing Anjelica s piece on page 21, encourage students to try adding one or more asides while drafting revising their piece of writing. 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience Writing. Students write about their own. 3.19A write about 4.17A write about 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 5.17A write a personal narrative that conveys thoughts and feelings about an experience 6.16A write a personal narrative that has a clearly defined focus and 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed 7.16A write a personal narrative that has a clearly defined focus and 8.16A write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 3.22C, 4.20C, 5.20C & 6.19C use complete simple and compound sentences with correct subject-verb agreement 7.19C & 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C & Eng. II 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Eng. III 17C & Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex)

Part I. Narrative - Lesson 5: Level TEKS Fun-Size Academic Writing for Serious Learning Combining Rhetorical Devices: Cataloguing and Repetition Cataloguing and repetition are not included in the TEKS. The use of these writing devices make the reader feel like he/she are right there with the writer. After reading Ashlea s piece on page 23, work with students to revise a piece of their using cataloguing and repetition. 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience Writing. Students write about their own. 3.19A write about 4.17A write about 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 5.17A write a that conveys thoughts and feelings about an experience 6.16A write a 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed 7.16A write a 8.16A write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and openended Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 3.22C, 4.20C, 5.20C & 6.19C use complete simple and compound sentences with correct subjectverb agreement 7.19C & 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C & Eng. II 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Eng. III 17C & Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)

Part I. Narrative - Lesson 6: Level TEKS Eng. IV 14A is the only TEKS in the writing strand that includes theme in the SE (student expectation). However, theme is found in the reading strand: Reading/Comprehension of Literary Text/ Theme and Genre. When students are able to identify the theme in a reading selection, this can be a bridge for including theme (moral or truism) in their writing. Fun-Size Academic Writing for Serious Learning Using Literary Characters to Write Fiction Reading/Comprehension of Literary Text/Theme and Genre. Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. 3.5A paraphrase the themes and supporting details of fables, legends, myths, or stories 4.3A summarize and explain the lesson or message of a work of fiction as its theme 5.3A compare and contrast the themes or moral lessons of several works of fiction from various cultures 6.3A infer the implicit theme of a work of fiction, distinguishing theme from the topic 7.3A describe multiple themes in a work of fiction 8.3A analyze literary works that share similar themes across cultures 3.17A & 4.15A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range a brainstorming, graphic organizers, logs, journals) 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs 5.15A, 6.14A, 7.14A & 8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range a discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing Eng. I 2A analyze how the genre of texts with similar themes shapes meaning Eng. II 2A compare and contrast differences in similar themes expressed in different time periods Eng. III 2A analyze the way in which the theme or meaning of a selections represents a view or comment on the human condition Eng. IV 2A compare and contrast works of literature that express a universal theme Eng. I 13A, Eng. II 13A, Eng. III 13A & Eng. IV 13A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range a discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended situations that include transitions and the rhetorical devices used to convey meaning Writing/Literary Texts. (s K-8) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. (Courses Eng. I-IV) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. 3.18A & 4.16A write imaginative stories that build the plot to a climax and contain details about the characters and setting 5.16A & 6.15A write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; (iii) dialogue that develops the story 7.15A & 8.15A write an imaginary story that: (i) sustains reader interest; (ii) includes well-paced action and an engaging story line; (iii) creates a specific, believable setting through the use of sensory details; (iv) develops interesting characters; (v) uses a strategies enhance the style and Eng. I 14A write an resolution, believable characters, and a enhance the plot Eng. II 14A write an resolution, believable characters, a range of literary strategies (e.g., dialogue, the plot, and sensory details that define the mood or Eng. III 14A write an resolution, complex and non-typical characters, a range of literary strategies (e.g., dialogue, the plot, and sensory details that define the mood or Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 3.22C, 4.20C, 5.20C & 6.19C use complete simple and compound sentences with correct subjectverb agreement 7.19C & 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C & Eng. II 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Eng. IV 14A write an engaging story with a welldeveloped resolution, a clear theme, complex and non-typical characters, a dialogue, devices to enhance the plot, and sensory details that define the mood or Eng. III 17C & Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)

Part I. Narrative - Lesson 7: Fun-Size Academic Writing for Serious Learning Using Specific Language From a Special Setting Before students begin writing, work with students to identify the dramatic moment they will write about. It may be necessary to identify some key vocabulary words. This lesson could be used to support reading/research related to units of study in social studies. 5.15A, 6.14A, 7.14A & 8.14A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience, determining appropriate topics through a range a discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs Eng. I 13A, Eng. II 13A, Eng. III 13A & Eng. IV 13A plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range a discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 3.17A & 4.15A plan a first draft by selecting a genre appropriate for conveying the intended meaning to an audience and generating ideas through a range a brainstorming, graphic organizers, logs, journals) Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended Writing/Literary Texts. (s K-8) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. (Courses Eng. I-IV) Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are responsible for at least two forms of literary writing. 3.18A & 4.16A write imaginative stories that build the plot to a climax and contain details about the characters and setting 5.16A & 6.15A write imaginative stories that include: (i) a clearly defined focus, plot, and point of view; (ii) a specific, believable setting created through the use of sensory details; (iii) dialogue that develops the story 7.15A & 8.15A write an imaginary story that: (i) sustains reader interest; (ii) includes wellpaced action and an engaging story line; (iii) creates a specific, believable setting through the use of sensory details; (iv) develops interesting characters; (v) uses a range of literary strategies enhance the style and Eng. I 14A write an resolution, believable characters, and a enhance the plot Eng. II 14A write an resolution, believable characters, a range of literary strategies (e.g., dialogue, the plot, and sensory details that define the mood or Eng. III 14A write an resolution, complex and nontypical characters, a Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 3.22C use complete simple and compound sentences with correct subjectverb agreement 4.20C use complete simple and compound sentences with correct subjectverb agreement 5.20C use complete simple and compound sentences with correct subject-verb agreement 6.19C use complete simple and compound sentences with correct subjectverb agreement 7.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Eng. II 17C use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex) Eng. III 17C use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex) Eng. IV 14A write an resolution, a clear theme, complex and non-typical characters, a range of literary strategies (e.g., dialogue, the plot, and sensory details that define the mood or Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex)

Part I. Narrative - Lesson 8: Fun-Size Academic Writing for Serious Learning Using Varied Sentence Openers to Create Rhythm and Flow Suggested Pairings - Refer to Grammar Keepers: Lesson 48. Commas After Beginning Phrases/Clauses Lesson 84. Pitchforking Using Participial Phrases Lesson 91. Prepositions Lesson 94. Sentence Patterns 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience Writing. Students write about their own. 3.19A write about 4.17A write about 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 5.17A write a that conveys thoughts and feelings about an experience 6.16A write a 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed 7.16A write a 8.16A write a includes reflections on decisions, actions, Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 3.22C use complete simple and compound sentences with correct subjectverb agreement 4.20C use complete simple and compound sentences with correct subjectverb agreement 5.20C use complete simple and compound sentences with correct subjectverb agreement 6.19C use complete simple and compound sentences with correct subjectverb agreement 7.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Eng. II 17C use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex) Eng. III 17C use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex) Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compoundcomplex)

Part I. Narrative - Lesson 9: Level TEKS Sensory Language is found in the reading strand: Reading/Comprehension of Literary Text/ Sensory Language. Suggested Pairings - Refer to Grammar Keepers: Lesson 78. Pitchforking Using Ba-Da-Bing Lesson 80. Pitchforking Descriptions Fun-Size Academic Writing for Serious Learning Using Precise Language to Create Visual Snapshots Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 3.10A identify language that creates a graphic, visual experience and appeals to the senses 4.8A identify the author s use of similes and metaphors to produce imagery 5.8A evaluate the impact of sensory details, imagery, and figurative language in literary text 6.8A explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains 7.8A determine the figurative meaning of phrases and analyze how an author s use of language creates imagery, appeals to the senses, and suggests mood 8.8A explain the effect of similes and extended metaphors in literary text Eng. I 7A explain the role of irony, sarcasm, and paradox in literary works 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience Writing. Students write about their own. 3.19A write about important personal 4.17A write about 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 5.17A write a that conveys thoughts and feelings about an experience 6.16A write a personal narrative that has a clearly defined focus and 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed 7.16A write a 8.16A write a personal narrative that has a clearly defined focus and includes reflections on decisions, actions, Eng. II 7A explain the function of symbolism, allegory, and allusions in literary works Eng. III 7A analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works Eng. IV 7A analyze how the author s patterns of imagery, literary allusions, and conceits reveal theme, set, and create meaning in metaphors, passages, and literary works Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases Oral and Written Conventions/ Handwriting, Capitalization, and Punctuation. (s 6-7 and Courses Eng. I IV) Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. ( 8) Student write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students will continue to apply earlier standards with greater complexity. 3.22C, 4.20C, 5.20C & 6.19C use complete simple and compound sentences with correct subject-verb agreement 7.19C & 8.19C use a variety of complete sentences (e.g., simple, compound, complex) that include properly placed modifiers, correctly identified antecedents parallel structures, and consistent tenses Eng. I 17C & Eng. II 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex) Eng. III 17C & Eng. IV 17C use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)

Part I. Narrative - Lesson 10: Level TEKS Foreshadowing is found in the reading strand: Reading/Comprehension of Literary Text/ Fiction. Sensory Language is found in the reading strand: Reading/Comprehension of Literary Text/ Sensory Language. Students will apply these elements of author s craft to their own writing. Fun-Size Academic Writing for Serious Learning Using Foreshadowing to Create Mood Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. 3.8A & 4.6A sequence and summarize the plot s main events and explain their influence on future events 5.5A describe incidents that advance the story or novel, explaining how each incident gives rise to or foreshadows future events 6.6A summarize the elements of plot development (e.g., rising action, turning point, climax, falling action, denouement) in various works of fiction 7.6A explain the influence of the setting on plot development 8.6A analyze linear plot developments (e.g., conflict, rising action, falling action, resolution, subplots) to determine whether and how conflicts are resolved Eng. I 5A analyze non-linear plot developments (e.g., flashbacks, foreshadowing, subplots, parallel plot structures) and compare it to linear plot development Eng. II 5A analyze isolated scenes and their contribution to the success of the plot as a whole in a variety of works of fiction Eng. III 5A evaluate how different literary elements (e.g., figurative language, point of view) shape the author s portrayal of the plot and setting in works of fiction Eng. IV 5A analyze how complex plot structures (e.g., subplots) and devices (e.g., foreshadowing, flashbacks, suspense) function and advance the action in a work of fiction Reading/Comprehension of Literary Text/Sensory Language. Students understand, make inferences and draw conclusions about how an author s sensory language creates imagery in literary text and provide evidence from text to support their understanding. 3.10A identify language that creates a graphic, visual experience and appeals to the senses 4.8A identify the author s use of similes and metaphors to produce imagery 5.8A evaluate the impact of sensory details, imagery, and figurative language in literary text 6.8A explain how authors create meaning through stylistic elements and figurative language emphasizing the use of personification, hyperbole, and refrains 7.8A determine the figurative meaning of phrases and analyze how an author s use of language creates imagery, appeals to the senses, and suggests mood 8.8A explain the effect of similes and extended metaphors in literary text Eng. I 7A explain the role of irony, sarcasm, and paradox in literary works 3.17B & 4.15B develop drafts by categorizing ideas and organizing them into paragraphs 3.17C & 4.15C revise drafts for coherence, organization, use of simple and compound sentences, and audience Writing. Students write about their own. 3.19A write about 4.17A write about 5.15B, 6.14B, 7.14B & 7.14B develop drafts by choosing an appropriate organizational strategy (e.g., sequence of events, cause-effect, compare-contrast) and building on ideas to create a focused, organized, and coherent piece of writing 5. 15C & 6.14C revise drafts to clarify meaning, enhance style, include simple and compound sentences, and improve transitions by adding, deleting, combining, and rearranging sentences or larger units of text after rethinking how well questions of purpose, audience, and genre have been addressed 5.17A write a that conveys thoughts and feelings about an experience 6.16A write a 7. 14C & 8.14C revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple, compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinking how well questions of purpose, audience; and genre have been addressed 7.16A write a 8.16A write a includes reflections on decisions, actions, Eng. II 7A explain the function of symbolism, allegory, and allusions in literary works Eng. III 7A analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works Eng. IV 7A analyze how the author s patterns of imagery, literary allusions, and conceits reveal theme, set, and create meaning in metaphors, passages, and literary works Eng. 1 13B, Eng. II 13B, Eng. III 13B, Eng. IV 13B structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open-ended Eng. I 13C & Eng. II 13C revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed Eng. III 13C & Eng. IV 13C revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes, (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases