TEKS Correlation for English III
March 9, 2001

Ben Lockerd
Sources of "The Wasteland"

Eng. Introduction 1 English III students read extensively in mutliple genres from American literatureand other world literature. Periods from American literature may include...early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work

Eng. Knowledge and Skills 7.A Establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems.
7.F Produce summaries of texts by identfying main ideas and their supporting details;
7.G Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
7.I Read silently with comprehension for a sustained period of time.
9.A Recogize distinctive and shared characteristics of cultures through reading;
9.B Compare text events with his/her own and other readers' experiences.
11.A Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;
11.D Analyze the melodies of literary language, including its use of evocative words and rhythms;
11.E Connect literature to historical contexts, current events, and his/her own experiences;
11.F Understand literary forms and terms such as...structure in poetry, epic, ballad...as appropriate to the selections being read.

 

Ben Lockerd
Structures in "The Wasteland"

Eng. Introduction 1 English III students read extensively in mutliple genres from American literatureand other world literature. Periods from American literature may include...early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work

Eng. Knowledge and Skills 7.A Establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems.
7.F Produce summaries of texts by identfying main ideas and their supporting details;
7.G Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
7.I Read silently with comprehension for a sustained period of time.
9.A Recogize distinctive and shared characteristics of cultures through reading;
9.B Compare text events with his/her own and other readers' experiences.
11.A Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;
11.D Analyze the melodies of literary language, including its use of evocative words and rhythms;
11.E Connect literature to historical contexts, current events, and his/her own experiences;
11.F Understand literary forms and terms such as...structure in poetry, epic, ballad...as appropriate to the selections being read.

 

Burt Folsom
A Study in Willa Cather

Eng. Introduction 1 English III students read extensively in mutliple genres from American literatureand other world literature. Periods from American literature may include...early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work

Eng. Knowledge and Skills 7.A Establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems.
7.B Draw upon his/her own background to provide connection to texts;
7.E Analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;
7.F Produce summaries of texts by identfying main ideas and their supporting details;
7.G Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
7.H Use study strategies such not taking, outlining...to better understand texts;
7.I Read silently with comprehension for a sustained period of time;
9.A Recogize distinctive and shared characteristics of cultures through reading;
9.B Compare text events with his/her own and other readers' experiences.
11.A Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;
11.B Analyze relevance of setting and time frame to text's meaning;
11.C Describe the development of plot and identify conflicts and how they are addressed and resolved;
11.E Connect literature to historical contexts, current events, and his/her own experiences;
11.F Understand literary forms and terms such as author...dialogue...protagonist, antagonist, paradox...dialect...as appropriate to the selections being read.

 

Burt Folsom
Zora Neale Hurston: The Individualists Tradition in Black Literature

Eng. Introduction 1 English III students read extensively in mutliple genres from American literatureand other world literature. Periods from American literature may include...early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work

Eng. Knowledge and Skills 7.A Establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems.
7.B Draw upon his/her own background to provide connection to texts;
7.E Analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;
7.F Produce summaries of texts by identfying main ideas and their supporting details;
7.G Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
7.H Use study strategies such not taking, outlining...to better understand texts;
7.I Read silently with comprehension for a sustained period of time;
9.A Recogize distinctive and shared characteristics of cultures through reading;
9.B Compare text events with his/her own and other readers' experiences.
11.A Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;
11.B Analyze relevance of setting and time frame to text's meaning;
11.C Describe the development of plot and identify conflicts and how they are addressed and resolved;
11.E Connect literature to historical contexts, current events, and his/her own experiences;
11.F Understand literary forms and terms such as author...dialogue...protagonist, antagonist, paradox...dialect...as appropriate to the selections being read.

 

Ben Lockerd
Signs that Signify: Walker Percy and Deconstructionism

Eng. Introduction 1 English III students read extensively in mutliple genres from American literatureand other world literature. Periods from American literature may include...early 20th century, and late 20th century. Students learn literary forms and terms associated with selections being read. Students interpret the possible influences of the historical context on a literary work.

Eng. Knowledge and Skills 7.A Establish and adjust purpose for reading such as to find out, to understand, to interpret, to enjoy, and to solve problems.
7.B Draw upon his/her own background to provide connection to texts;
7.E Analyze text structures such as compare/contrast, cause/effect, and chronological order for how they influence understanding;
7.F Produce summaries of texts by identfying main ideas and their supporting details;
7.G Draw inferences such as conclusions, generalizations, and predictions and support them with text evidence and experience;
7.H Use study strategies such not taking, outlining...to better understand texts;
7.I Read silently with comprehension for a sustained period of time;
9.A Recogize distinctive and shared characteristics of cultures through reading;
9.B Compare text events with his/her own and other readers' experiences.
11.A Compare and contrast aspects of texts such as themes, conflicts, and allusions both within and across texts;
11.B Analyze relevance of setting and time frame to text's meaning;
11.C Describe the development of plot and identify conflicts and how they are addressed and resolved;
11.E Connect literature to historical contexts, current events, and his/her own experiences;
11.F Understand literary forms and terms such as author...dialogue...protagonist, antagonist, paradox...dialect...as appropriate to the selections being read.