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Pre-Test |
Texas Essential Knowledge Skills |
eTAP Lessons |
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Post-
Test |
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Outside Link |
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(6)
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Objective 1
(top)
The student will demonstrate a basic understanding of culturally diverse
written texts.
For questions click
http://www.tea.state.tx.us/student.assessment/taks/booklets/write/g11.pdf
and Read questions #1, #8, #9
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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Q&A |
(B) |
rely on context to determine meanings of words
and phrases such as figurative language, connotation and denotation of
words, analogies, [idioms,] and technical vocabulary; |
Natural, fresh and vivid language
Literal and Figurative Meaning f Words |
Vocabulary |
Q&A |
http://www.dowlingcentral.com/MrsD/area/literature/Te
rms/figspeech.html
http://en.wikipedia.org/wiki/Etymology |
| Q&A |
(C) |
apply meanings of prefixes, roots, and suffixes
in order to comprehend; and |
Literal and Figurative Meaning of Words
Etymology of Significant Terms
Greek, Latin and Anglo-Saxon Roots and Affixes |
Vocabulary |
Q&A |
http://www.dowlingcentral.com/MrsD/area/literature/Te
rms/figspeech.html
http://en.wikipedia.org/wiki/Etymology |
| Q&A |
(E) |
use reference material such as glossary,
dictionary, [thesaurus, and available technology] to determine precise
meanings and usage. |
Denotative and Connotative Meaning
Word Meanings |
Vocabulary |
Q&A |
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Objective 2
(top)
The student will demonstrate an understanding of the effects of literary
elements and techniques in culturally diverse written texts.
For questions click
http://www.tea.state.tx.us/student.assessment/taks/booklets/write/g11.pdf
Read questions 3,10,16 |
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(10) |
Reading/literary response. The student
expresses and supports responses to various types of texts. The student is
expected to |
| Q&A |
(B) |
use elements of text to defend, clarify, and
negotiate responses and interpretations. |
Characters Traits
Literary Devices
Ambiguities, Subtleties, Ironies
Describe The Functions Of Soliloquies,
Asides |
Romeo and
Juliet |
Q&A |
http://www.thealmightyguru.com/Reviews/Dransik
/Traits.html |
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(top) |
(11) |
Reading/literary concepts.
The student analyzes literary elements for their contributions to meaning in
literary texts. The student is expected to |
| Q&A |
(A) |
compare and contrast varying aspects of texts
such as themes, conflicts, and allusions both within and across texts; |
Ambiguities, Subtleties, Ironies |
Great
Books: 1984 |
Q&A |
http://www.wsu.edu:8080/%7Ebrians/science_fi
ction/martian_chronicles.html |
| Q&A |
(B) |
analyze relevance of setting and time frame to
text’s meaning; |
Literary
Devices |
Great
Books: Dracula |
Q&A |
http://www.cummingsstudyguides.net/Guides3/T
wain.html#Setting |
| Q&A |
(C) |
describe and analyze the development of plot and
identify conflicts and how they are addressed and resolved; |
Genres
and Tradition in American Literature |
Great
Books: The Grapes of Wrath |
Q&A |
http://www.cummingsstudyguides.net/Guides3/Twain
.html#Themes |
| Q&A |
(D) |
analyze [the melodies of] literary language,
including its use of evocative words and rhythms; |
The
Development of the American Literature |
Great
Books: The Jungle |
Q&A |
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http://www.infoplease.com/ce6/ent/A0850737.html |
| Q&A |
(E) |
connect literature to historical contexts,
current events, [and his/her own experiences]; and |
The
Influence of the Historical Period |
Great
Books: The Red Badge of Courage |
Q&A |
http://guweb2.gonzaga.edu/faculty/campbell/enl31
1/timefram.html |
| Q&A |
(F) |
understand literary forms and terms such as
author, drama, biography, 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. |
Characters Traits
Literary Devices
Ambiguities, Subtleties, Ironies
Describe The Functions Of Soliloquies,
Asides |
Romeo and
Juliet |
Q&A |
http://www.thealmightyguru.com/Reviews/Dransik
/Traits.html |
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(7) |
Objective 3
(top)
The student will demonstrate the ability to analyze and critically evaluate
culturally diverse written texts and visual representations.
For questions click
http://www.tea.state.tx.us/student.assessment/taks/booklets/write/g11.pdf
Read questions 4,5,6,7,12,13,14,15,17,18
Reading/comprehension. The student comprehends selections using a
variety of strategies. The student is expected to |
| Q&A |
(E) |
analyze text structures such as
compare/contrast, cause/effect, and chronological ordering for how they
influence understanding; and |
Responses to Literature
Develop Main Idea Within the Body of the
Composition |
Comprehension |
Q&A |
http://www.rhlschool.com/reading.htm
http://www.testprepreview.com/modules/rea
dingmainidea.htm
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| Q&A |
(G) |
draw inferences such as conclusions,
generalizations, and predictions and support them with text evidence [and
experience]. |
Analogies
Literal
and Figurative Meaning of Words
Denotative
and Connotative Meaning |
Comprehension |
Q&A |
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http://academic.cuesta.edu/acasupp/AS/309.HTM |
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Objective 4
(top)
The student will, within a given context, produce an effective
composition for a specific purpose.
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(1) |
Writing/purposes. The student writes in a
variety of forms, including business, personal, literary, and persuasive
texts, for various audiences and purposes. The student is expected to |
| Q&A |
(B) |
write in a voice and style appropriate to
audience and purpose; and |
Write Biographical or Autobiographical Narratives
Write Fictional Narratives
Write Responses to Literature
Oral Responses to Literature |
Writing Applications |
Q&A |
http://www.surfturk.com/expos/personalnarrat
ive.html |
| Q&A |
(C) |
organize ideas in writing to ensure coherence,
logical progression, and support for ideas. |
Write Expository Compositions
Structuring Ideas and Arguments
Research Reports |
Q&A |
http://owl.english.purdue.edu/workshops/hyp
ertext/reporW/index.html |
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(2) |
Writing/writing processes. The student
uses recursive writing processes when appropriate. The student is expected
to |
| Q&A |
(B) |
develop drafts [both alone and collaboratively]
by organizing and reorganizing content and by refining style to suit
occasion, audience, and purpose; and |
Revise
Writing to Improve the Logic and Coherence
Revise
Text to Highlight the Individual Voice, Improve Sentence Variety and
Style |
Scriptwriting &
Storyboarding (Episode 4 of 9) |
Q&A |
| Q&A |
(C) |
proofread writing for appropriateness of
organization, content, style, and conventions. |
Identify Correctly Used Clauses
Verbs and Verbals: Gerunds, Infinities and
Participles
Parts of Speech |
Examining the Sentence
Guide to Verbs |
Q&A |
http://www.ucalgary.ca/UofC/eduweb/grammar
/course
/sentence/2_3b.htm |
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(5) |
Writing/evaluation. The student evaluates
his/her own writing and the writings of others. The student is expected to |
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Q&A |
(A) |
evaluate writing for both mechanics and content. |
Evaluation
of Aesthetic Qualities
Revise
Writing to Improve the Logic and Coherence
Revise
Text to Highlight the Individual Voice, Improve Sentence Variety and
Style |
The
Wrinkle-Free World of English Composition, Module 3: Researching and
Rough Draft |
Q&A |
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http://ofcn.org/cyber.serv/academy/ace/lang/high.html |
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Objective 5
(top)
The student will produce a piece of writing that demonstrates a command of
the conventions of spelling, capitalization, punctuation, grammar, usage,
and sentence structure.For
questions click
http://www.tea.state.tx.us/student.assessment/taks/booklets/write/g11.pdf
Read pages 47-48 |
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(2) |
Writing/writing processes. The student
uses recursive writing processes when appropriate. The student is expected
to |
|
Q&A |
(C) |
proofread writing for appropriateness of
organization, content, style, and conventions. |
Structuring Ideas and Arguments |
Writing |
Q&A |
http://www.ivcc.edu/rambo/eng1001/revis
ionchecklist.htm |
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(3) |
Writing/grammar/usage/conventions/spelling.
The student relies increasingly on the conventions and mechanics of written
English, including the rules of usage and grammar, to write clearly and
effectively. The student is expected to |
| Q&A |
(A) |
produce legible work that shows accurate
spelling and correct use of the conventions of punctuation and
capitalization [such as italics and ellipses]; |
Structuring Ideas and Arguments |
Writing |
Q&A |
http://www.ivcc.edu/rambo/eng1001/revis
ionchecklist.htm |
|
Q&A |
(B) |
demonstrate control over grammatical elements
such as subject-verb agreement, pronoun-antecedent agreement, verb forms,
and parallelism; and |
Active Verb Usage
Modifiers Using the Active Voice |
Q&A |
http://owl.english.purdue.edu/handouts/grammar
/g_actpass.html |
| Q&A |
(C) |
compose increasingly more involved sentences
that contain gerunds, participles, and infinitives in their various
functions. |
Active
Verb Usage
Elements
of Discourse
Natural, Fresh, and Vivid Language Usage |
The
Split-Infinitive World of English Grammar, Module 2: All About the
Verb |
Q&A |
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(5) |
Writing/evaluation. The student evaluates
his/her own writing and the writings of others. The student is expected to |
|
Q&A |
(A) |
evaluate writing for both mechanics and
content. |
Revise Writing to Improve Logic &
Coherence
Revise Text to Highlight the Individual Voice,
Improve Sentence Variety and
Style |
The
Wrinkle-Free World of English Composition, Module 3: Researching and
Rough Draft |
Q&A |