Reading/Vocabulary Development | eTAP Lesson |
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Students understand new vocabulary and use it when reading and writing. | |
Determine the meaning of grade-level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes
TX.ELA.110.33.1.A |
Greek, Latin, and Anglo-Saxon Roots and Affixes |
Analyze textual context (within a sentence and in larger sections of text) to draw conclusions about the nuance in word meanings
TX.ELA.110.33.1.B |
Literal and Figurative Meaning of Words |
Infer word meaning through the identification and analysis of analogies and other word relationships
TX.ELA.110.33.1.C |
Analogies |
Recognize and use knowledge of cognates in different languages and of word origins to determine the meaning of words
TX.ELA.110.33.1.D |
Etymology and Origins of Words |
Use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed
TX.ELA.110.33.1.E |
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Reading/Comprehension of Literary Text/Theme and Genre | eTAP Lesson |
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. | |
Analyze the way in which the theme or meaning of a selection represents a view or comment on the human condition
TX.ELA.110.33.2.A |
Genres and Tradition in American Literature |
Relate the characters and text structures of mythic, traditional, and classical literature to 20th and 21st century American novels, plays, or films
TX.ELA.110.33.2.B |
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Relate the main ideas found in a literary work to primary source documents from its historical and cultural setting
TX.ELA.110.33.2.C |
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Reading/Comprehension of Literary Text/Poetry | eTAP Lesson |
Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding. | |
Analyze the effects of metrics, rhyme schemes (e.g., end, internal, slant, eye), and other conventions in American poetry
TX.ELA.110.33.3 |
Genres and Tradition in American Literature |
Reading/Comprehension of Literary Text/Drama | eTAP Lesson |
Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding. | |
Analyze the themes and characteristics in different periods of modern American drama
TX.ELA.110.33.4 |
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Reading/Comprehension of Literary Text/Fiction | eTAP Lesson |
Students understand, make inferences and draw conclusions about the structure and elements of fiction and provide evidence from text to support their understanding. | |
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
TX.ELA.110.33.5.A |
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Analyze the internal and external development of characters through a range of literary devices
TX.ELA.110.33.5.B |
Characters Traits |
Analyze the impact of narration when the narrator's point of view shifts from one character to another
TX.ELA.110.33.5.C |
Literary Devices |
Demonstrate familiarity with works by authors in American fiction from each major literary period
TX.ELA.110.33.5.D |
Genres and Tradition in American Literature |
Reading/Comprehension of Literary Text/Literary Nonfiction | eTAP Lesson |
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. | |
Analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning
TX.ELA.110.33.6 |
How to Use Rhetorical Devices |
Reading/Comprehension of Literary Text/Sensory Language | eTAP Lesson |
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. | |
Analyze the meaning of classical, mythological, and biblical allusions in words, phrases, passages, and literary works
TX.ELA.110.33.7 |
Literal and Figurative Meaning of Words |
Reading/Comprehension of Informational Text/Culture and History | eTAP Lesson |
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. | |
Analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance
TX.ELA.110.33.8 |
How to Enhance a Specific Tone and Purpose |
Reading/Comprehension of Informational Text/Expository Text | eTAP Lesson |
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding | |
Summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion
TX.ELA.110.33.9.A |
Note-taking, Outlining & Summarizing |
Distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported
TX.ELA.110.33.9.B |
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Make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns
TX.ELA.110.33.9.C |
Inference Conclusions |
Students analyze, make inferences and draw conclusions about expository text and provide evidence from text to support their understanding. | |
Synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence
TX.ELA.110.33.9.D |
Researching an Argument |
Reading/Comprehension of Informational Text/Persuasive Text | eTAP Lesson |
Students analyze, make inferences and draw conclusions about persuasive text and provide evidence from text to support their analysis. | |
Evaluate how the author's purpose and stated or perceived audience affect the tone of persuasive texts
TX.ELA.110.33.10.A |
Persuasive Compositions |
Analyze historical and contemporary political debates for such logical fallacies as non-sequiturs, circular logic, and hasty generalizations
TX.ELA.110.33.10.B |
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Reading/Comprehension of Informational Text/Procedural Texts | eTAP Lesson |
Students understand how to glean and use information in procedural texts and documents. | |
Evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts)
TX.ELA.110.33.11.A |
Write Technical Documents |
Translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams
TX.ELA.110.33.11.B |
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Reading/Media Literacy | eTAP Lesson |
Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts. | |
Evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts
TX.ELA.110.33.12.A |
Strategies Used by the Media |
Evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media
TX.ELA.110.33.12.B |
Strategies Used by the Media |
Evaluate the objectivity of coverage of the same event in various types of media
TX.ELA.110.33.12.C |
Strategies Used by the Media |
Evaluate changes in formality and tone across various media for different audiences and purposes
TX.ELA.110.33.12.D |
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Writing/Writing Process | eTAP Lesson |
Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text. | |
Plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea
TX.ELA.110.33.13.A |
Write Reflective Compositions |
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 rhetorical devices to convey meaning
TX.ELA.110.33.13.B |
Elements of Discourse |
Revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, 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
TX.ELA.110.33.13.C |
Revise Writing to Improve the Logic and Coherence |
Edit drafts for grammar, mechanics, and spelling
TX.ELA.110.33.13.D |
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Revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences
TX.ELA.110.33.13.E |
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Writing/Literary Texts | eTAP Lesson |
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. | |
Write an engaging story with a well-developed conflict and resolution, complex and non-stereotypical characters, a range of literary strategies (e.g., dialogue, suspense) and devices to enhance the plot, and sensory details that define the mood or tone
TX.ELA.110.33.14.A |
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Write a poem that reflects an awareness of poetic conventions and traditions within different forms (e.g., sonnets, ballads, free verse)
TX.ELA.110.33.14.B |
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Write a script with an explicit or implicit theme, using a variety of literary techniques
TX.ELA.110.33.14.C |
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Writing/Expository and Procedural Texts | eTAP Lesson |
Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes. | |
Write an analytical essay of sufficient length that includes: (i) Effective introductory and concluding paragraphs and a variety of sentence structures (ii) Rhetorical devices, and transitions between paragraphs (iii) A clear thesis statement or controlling idea (iv) A clear organizational schema for conveying ideas (v) Relevant and substantial evidence and well-chosen details (vi) Information on multiple relevant perspectives and a consideration of the validity, reliability, and relevance of primary and secondary sources TX.ELA.110.33.15.A |
Essay Structure |
Write procedural or work-related documents (e.g., résumés, proposals, college applications, operation manuals) that include: (i) A clearly stated purpose combined with a well-supported viewpoint on the topic (ii) Appropriate formatting structures (e.g., headings, graphics, white space) (iii) Relevant questions that engage readers and consider their needs (iv) Accurate technical information in accessible language (v) Appropriate organizational structures supported by facts and details (documented if appropriate) TX.ELA.110.33.15.B |
Write Job Applications and Resumes |
Write an interpretation of an expository or a literary text that: (i) Advances a clear thesis statement (ii) Addresses the writing skills for an analytical essay, including references to and commentary on quotations from the text (iii) Analyzes the aesthetic effects of an author's use of stylistic or rhetorical devices (iv) Identifies and analyzes the ambiguities, nuances, and complexities within the text (v) Anticipates and responds to readers' questions or contradictory information TX.ELA.110.33.15.C |
Write Expository Compositions |
Produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and synthesizes information from multiple points of view
TX.ELA.110.33.15.D |
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Writing/Persuasive Texts | eTAP Lesson |
Students write persuasive texts to influence the attitudes or actions of a specific audience on specific issues. Students are expected to write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience. | |
Clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs
TX.ELA.110.33.16.A |
How to Reach Rhetorical or Aesthetic Purposes |
Accurate and honest representation of divergent views (i.e., in the author's own words and not out of context)
TX.ELA.110.33.16.B |
Evaluating Information |
An organizing structure appropriate to the purpose, audience, and context
TX.ELA.110.33.16.C |
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Information on the complete range of relevant perspectives
TX.ELA.110.33.16.D |
Analyzing Historical Accounts |
Demonstrated consideration of the validity and reliability of all primary and secondary sources used
TX.ELA.110.33.16.E |
Suitable Research Methods |
Language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs)
TX.ELA.110.33.16.F |
How to Use Rhetorical Devices |
Oral and Written Conventions/Conventions | eTAP Lesson |
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. | |
Use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases)
TX.ELA.110.33.17.A |
Identify Correctly Used Clauses |
Use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)
TX.ELA.110.33.17.B |
Understand Sentence Construction |
Oral and Written Conventions/Handwriting, Capitalization, and Punctuation | eTAP Lesson |
Students write legibly and use appropriate capitalization and punctuation conventions in their compositions. | |
Correctly and consistently use conventions of punctuation and capitalization
TX.ELA.110.33.18 |
Mechanics of Writing |
Oral and Written Conventions/Spelling | eTAP Lesson |
Students spell correctly. | |
Spell correctly, including using various resources to determine and check correct spellings
TX.ELA.110.33.19 |
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Research/Research Plan | eTAP Lesson |
Students ask open-ended research questions and develop a plan for answering them. | |
Brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic
TX.ELA.110.33.20.A |
Develop Presentations Using Appropriate Research Methods |
Formulate a plan for engaging in in-depth research on a complex, multi-faceted topic
TX.ELA.110.33.20.B |
Systematic Strategies to Organize and Record Information |
Research/Gathering Sources | eTAP Lesson |
Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather. | |
Follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source
TX.ELA.110.33.21.A |
Suitable Research Methods |
Systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences
TX.ELA.110.33.21.B |
Develop Main Ideas within the Body of the Composition |
Paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources
TX.ELA.110.33.21.C |
Deliver Research Presentations |
Research/Synthesizing Information | eTAP Lesson |
Students clarify research questions and evaluate and synthesize collected information. | |
Modify the major research question as necessary to refocus the research plan
TX.ELA.110.33.22.A |
Write Biographical or Autobiographical Narratives |
Differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument
TX.ELA.110.33.22.B |
Write Persuasive Compositions |
Critique the research process at each step to implement changes as the need occurs and is identified
TX.ELA.110.33.22.C |
Research Reports |
Research/Organizing and Presenting Ideas | eTAP Lesson |
Students organize and present their ideas and information according to the purpose of the research and their audience. Students are expected to synthesize the research into an extended written or oral presentation. | |
Provide an analysis that supports and develops personal opinions, as opposed to simply restating existing information
TX.ELA.110.33.23.A |
Develop Presentations Using Appropriate Research Methods |
Use a variety of formats and rhetorical strategies to argue for the thesis
TX.ELA.110.33.23.B |
Logical Fallacies Used in Oral Addresses |
Develop an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments
TX.ELA.110.33.23.C |
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Use a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials
TX.ELA.110.33.23.D |
Systematic Strategies to Organize and Record Information |
Use sufficient length and complexity to address the topic
TX.ELA.110.33.23.E |
Rehearsal Strategies, Performance Details, Command of the Text, Skillful Artistic Staging |
Listening and Speaking/Listening | eTAP Lesson |
Students will use comprehension skills to listen attentively to others in formal and informal settings. Students will continue to apply earlier standards with greater complexity. | |
Listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions
TX.ELA.110.33.24.A |
Rehearsal Strategies, Performance Details, Command of the Text, Skillful Artistic Staging |
Evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience
TX.ELA.110.33.24.B |
Rehearsal Strategies, Performance Details, Command of the Text, Skillful Artistic Staging |
Listening and Speaking/Speaking | eTAP Lesson |
Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. | |
Give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively
TX.ELA.110.33.25 |
Deliver Narrative Presentations |
Listening and Speaking/Teamwork | eTAP Lesson |
Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. | |
Participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria
TX.ELA.110.33.26 |
Critique a Speaker’s Diction and Syntax How to Achieve Clarity, Force, and Aesthetic Effect |