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Grade 10
English Language Arts
Diverse Written Texts |
Public Documents |
Critically Evaluate Texts Topics marked by yellow are accessible from the Demo. You need to become a subscribing Member to access other lessons. |
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Pre-Test |
Texas Essential Knowledge Skills |
eTAP Lessons with Discovery Videos |
Post- |
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Outside Link |
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Objective 1. The student will demonstrate a basic understanding of culturally diverse written texts. (6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to |
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(B) |
rely on context to determine meanings of words and phrases such as figurative language, [idioms,] multiple-meaning words, and technical vocabulary; |
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(C) |
apply meanings of prefixes, roots, and suffixes in order to comprehend; and |
Etymology of Significant Terms |
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http://www.etymologic.com/ |
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(E) |
use reference material such as glossary, dictionary, [thesaurus, and available |
Structure and Format of Functional Documents |
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http://its.leesummit.k12.mo.us/writin |
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(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to |
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(F) |
produce summaries of texts by identifying main ideas and their supporting details. |
Evaluation of Aesthetic Qualities |
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http://www.rhlschool.com/read8n1.htm |
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(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to |
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(B) |
read in varied sources such as diaries, journals, textbooks, maps, newspapers, letters, speeches, memoranda, [electronic texts, and other media]. |
Features and Rhetorical Devices of Public Documents |
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http://www.bbc.co.uk/skillswise/words/ |
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(10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to |
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(B) |
use elements of text to defend his/her own responses and interpretations. |
How to Reach Rhetorical or Aesthetic Purposes |
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http://www.elite.net/~runner/eld/litanalysis.html |
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(11) Reading/literary concepts. The student analyzes literary elements for their contributions to meaning in literary texts. The student is expected to |
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(A) |
compare and contrast varying aspects of texts such as themes, conflicts, and allusions; |
Ambiguities, Subtleties, Ironies |
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http://www.ipl.org/div/procrast/graphicnovels/ |
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(B) |
analyze relevance of setting and time frame to text’s meaning; |
Literary Devices |
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http://www.learner.org/exhibits/literatu |
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(C) |
describe and analyze the development of plot and identify conflicts and how they are addressed and resolved; |
Characters Traits |
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http://www.learner.org/exhibits/liter |
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(D) |
analyze [the melodies of] literary language, including its use of evocative words and rhythms; |
Literary Devices |
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http://mrbraiman.home.att.net/lit.htm |
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(E) |
connect literature to historical contexts, current events, [and his/her own experiences]; and |
The Influence of the Historical Period |
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http://www-sul.stanford.edu/depts/dp/pe |
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(F) |
understand literary forms and terms such as author, drama, biography, autobiography, myth, tall tale, dialogue, tragedy and comedy, [structure in poetry, epic, ballad,] protagonist, antagonist, paradox, analogy, dialect, and comic relief as appropriate to the selections being read. |
http://www.uncp.edu/home/canada/work/all am/general/glossary.htm http://www.arxpub.com/CongressArt/liter aryguide/guide.html |
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Objective 3. The student will demonstrate the ability to analyze and critically evaluate culturally diverse written texts and visual representations. (6) Reading/word identification/vocabulary development. The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to |
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(F) |
discriminate between connotative and denotative meanings and interpret the connotative power of words; and |
Denotative and Connotative Meaning |
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http://www.eng.fju.edu.tw/English_Lit |
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(G) |
read and understand analogies. |
Analogies |
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http://www.factmonster.com/analogies |
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(7) Reading/comprehension. The student comprehends selections using a variety of strategies. The student is expected to |
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(E) |
analyze text structures such as compare and contrast, cause and effect, and chronological ordering for how they influence understanding; and |
Structure and Format of Functional Documents |
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http://www.nea.org/reading/usingt |
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| Q&A | (G) | draw inferences such as conclusions, generalizations, and predictions and support them with text evidence [and experience]. |
Develop Main Ideas within the Body of the Composition |
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http://academic.cuesta.edu/acasupp/ |
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(8) Reading/variety of texts. The student reads extensively and intensively for different purposes in varied sources, including world literature. The student is expected to |
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(D) |
interpret the possible influences of the historical context on a literary work. |
Connection Between the Themes and the Historical Period |
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http://www.vcu.edu/engweb/transcendentalism/ |
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(10) Reading/literary response. The student expresses and supports responses to various types of texts. The student is expected to |
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| Q&A | (B) | use elements of text to defend his/her own responses and interpretations. |
Philosophical Approach |
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http://www.woodyguthrie.org/curriculu |
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(12) Reading/analysis/evaluation. The student reads critically to evaluate texts and the authority of sources. The student is expected to |
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| Q&A | (A) | analyze the characteristics of clearly written texts, including the patterns of organization, syntax, and word choice; |
Controlling Impression, Coherent Thesis |
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http://www.unc.edu/depts/wcweb/hando |
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| Q&A | (B) | evaluate the credibility of information sources, including how the writer’s motivation may affect that credibility; and |
Compare and Contrast Media Coverage of the Same Event |
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http://www.clubi.ie/webserch/resources/ |
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| Q&A | (C) | recognize logical, deceptive, and/or faulty modes of persuasion in texts. |
Strategies Used by the Media |
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http://www.virtualology.com/rhetoricalthe |
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(19) Viewing/representing/interpretation. The student understands and interprets visual representations. The student is expected to |
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| Q&A | (B) | analyze relationships, ideas, [and cultures] as represented in various media; and |
The Development of the American Literature |
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http://etext.lib.virginia.edu/modeng/mod |
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| Q&A | (C) | distinguish the purposes of various media forms such as informative texts, entertaining texts, and advertisements. |
Compare and Contrast Media Coverage of the Same Event Strategies Used by the Media The Impact of the Media on the Democratic Process |
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http://my-ecoach.com/online/teacherguide3.php?proje |
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(20) Viewing/representing/analysis. The student analyzes and critiques the significance of visual representations. The student is expected to |
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| Q&A | (B) | deconstruct media to get the main idea of the message’s content; and |
How Visual Image Makers Present the Same Events |
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http://www.readingonline.org/newlitera |
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| Q&A | (C) | evaluate and critique the persuasive techniques of media messages such as glittering generalities, logical fallacies, and symbols. |
Strategies Used by the Media |
Q&A |
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http://www.montgomerycollege.edu/Depart |
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