Text Structures from Poetry

by Gretchen Bernabei and Laura Van Prooyen

TEKS Alignment by Gina Graham

(TEKS as amended 6/2019)
Dear Teachers,

Gretchen Bernabei and Laura Van Prooyen have taken the study of poetry to a new level. Gretchen and Laura have
gathered together an array of poems that are thought-provoking and timeless. Students will want to read the poems and
will use the poems as mentor texts for their own writing.
The lessons in this book contain 4 steps: WRITE, READ, GET THE STRUCTURE, and WRITE. Students use these steps to
unlock the work done by poets. Once students have had time to comprehend the poems, each poem then serves as a
mentor text for student writing.
Pages 1 and 2 of the ELAR TEKS Alignment outlines a foundational template for all lessons. Teachers can use these pages
to scaffold the learning/understanding of each poem. Students begin by writing their thoughts and ideas related to the
topic addressed in the poem. Students read and discuss the poem noticing how their thoughts and ideas could be
expressed through poetry. Next, the text structure is revealed by chunking the poem. Then magic happens – students
write their own poems!
Pages 3-75 of the ELAR TEKS Alignment offers opportunities to study the unique elements of each poem. The TEKS listed
on these pages align to Step 2: READ & Notice. Students can see how poets use literary techniques in their writing. At
the heart of poetry is the understanding that poets use literary elements and compelling text structures to communicate
big ideas in the fewest words possible.

Get ready for great things to happen as students discover their inner poet!

Gina Graham

ELAR TEKS (revised 6/2019)

 Text Structures from Poetry
TEKS Alignment - All Lessons

Write
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to
compose multiple texts that are legible and uses appropriate conventions. The student is expected to:
11(A) plan a first draft by selecting a genre for a 10(A) plan a first draft by selecting a genre 9(A) plan a piece of writing appropriate for various purposes and
particular topic, purpose, and audience using a appropriate for a particular topic, purpose, and audiences by generating ideas through a range of strategies such
range of strategies such as brainstorming, audience using a range of strategies such as as brainstorming, journaling, reading, or discussing
freewriting, and mapping discussion, background reading, and personal
interests
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and
deepen comprehension of increasingly complex texts. The student is expected to:
5(A) establish purpose for reading assigned and self-selected texts 4(A) establish purpose for reading assigned and self-selected texts

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 Text Structures from Poetry
TEKS Alignment - All Lessons
Get the Structure
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors'
choices and how they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order
to develop his or her own products and performances. The student is expected to:
10(B) explain how the use of 10(B) analyze 9(B) analyze how the use of text structure 8(B) analyze use of text 8(B) evaluate use of text
text structure contributes to how the use of contributes to the author’s purpose structure to achieve the structure to achieve the
the author’s purpose text structure author’s purpose author’s purpose
contributes to
the author’s
purpose

Write
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose
multiple texts that are meaningful. The student is expected to:
12(A) compose literary texts 12(A) compose 11(A) compose literary texts such as personal 10(A) compose literary texts such as fiction and poetry using
such as personal narratives and literary texts narratives, fiction, and poetry using genre genre characteristics and craft
poetry using genre such as characteristics and craft
characteristics and craft personal
narratives,
fiction, and
poetry using
genre
characteristics
and craft

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 Text Structures from Poetry
Lesson 1: Love Waltz with Fireworks
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(D) edit drafts using standard English conventions, 10(D) edit drafts using standard English conventions, 9(D) edit drafts using standard 9(D) edit drafts to demonstrate a
including: including: English conventions, including: command of standard English
conventions using a style guide as
appropriate
(viii) coordinating conjunctions to (viii) (vi) subordinating conjunctions to
form compound subjects, subordinating form complex sentences and
predicates, and sentences conjunctions to correlative conjunctions such as
form complex either/or and neither/nor
sentences
(x) (x) punctuation (x) italics and (viii) (viii) (vi) (v) (v)
punctuation marks, underlining for punctuation punctuation, punctuation, punctuation, punctuation,
marks, including titles and marks, including including including including
including apostrophes in emphasis and including commas to set commas in commas, commas,
apostrophes in possessives, punctuation commas in off words, nonrestrictive semicolons, semicolons,
contractions commas in marks, including complex phrases, and phrases and colons, and colons,
and compound quotation marks sentences, clauses and clauses, dashes to set dashes, and
possessives sentences, and in dialogue and transitions, semicolons semicolons, off phrases parentheses to
and commas quotation commas in and colons, and and clauses as set off phrases
in compound marks in compound and introductory parentheses appropriate and clauses as
sentences and dialogue complex elements appropriate
items in a sentences
series

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 Text Structures from Poetry
Lesson 2: At the Lake
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(D) edit drafts using standard English conventions, 10(D) edit drafts using standard English conventions, 9(D) edit drafts using standard 9(D) edit drafts to demonstrate a
including: including: English conventions, including: command of standard English
conventions using a style guide as
appropriate
(ix) capitalization of (ix) (ix) (vii) iv) correct capitalization
official titles of capitalization capitalization capitalization
people, holidays, of historical of of proper
and geographical periods, abbreviations, nouns,
names and places events, and initials, including
documents; acronyms, and abbreviations,
titles of books; organizations initials,
stories and acronyms, and
essays; and organizations
languages,
races, and
nationalities

1st Grade: D (vii) – capitalization of the first letter in a sentence and name

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 Text Structures from Poetry
Lesson 3: I am Offering This Poem
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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 Text Structures from Poetry
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:

10(D) describe 10(D) 10(D) 9(D) describe how the author’s 9(D) describe 8(D) analyze 8(D) analyze 8(D) evaluate 8(D) critique
how the describe describe use of figurative language such how the how the how the how the and evaluate
author’s use of how the how the as metaphor and personification author’s use of author’s use author’s use author’s use how the
imagery, literal author’s use author’s achieves specific purposes figurative of language of language of language author’s use
and figurative of imagery, use of language such achieves informs and informs and of language
language such literal and imagery, as extended specific shapes the shapes the informs and
as simile, and figurative literal and metaphor purposes perception of perception of shapes the
sound devices language figurative achieves readers readers perception of
such as such as language specific readers
onomatopoeia simile and such as purposes
achieves metaphor, simile and
specific and sound metaphor,
purposes devices and sound
such as devices
alliteration achieves
and specific
assonance purposes
achieves
specific
purposes

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 Text Structures from Poetry
Lesson 4: Possums
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other speaker, and poetry across
poems across variety of such as epic, variety of conventions in sound devices literary time
a variety of poetic forms lyric, and poetic forms poems across in poems across periods and
poetic forms humorous a variety of a variety of cultures
poetry poetic forms poetic forms

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 Text Structures from Poetry
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:

10(C) explain the 10(C) analyze the author’s use of 9(C) analyze the author’s use of print and graphic 8(C) evaluate the author’s use of print and graphic features to achieve
author’s use of print and graphic features to features to achieve specific purposes specific purposes
print and graphic achieve specific purposes
features to
achieve specific
purposes
10(D) describe 10(D) 10(D) 9(D) describe how the author’s 9(D) describe 8(D) analyze 8(D) analyze 8(D) evaluate 8(D) critique
how the describe describe use of figurative language such how the how the how the how the and evaluate
author’s use of how the how the as metaphor and personification author’s use of author’s use author’s use author’s use how the
imagery, literal author’s use author’s use achieves specific purposes figurative of language of language of language author’s use
and figurative of imagery, of imagery, language such achieves informs and informs and of language
language such literal and literal and as extended specific shapes the shapes the informs and
as simile, and figurative figurative metaphor purposes perception of perception of shapes the
sound devices language language achieves readers readers perception of
such as such as such as specific readers
onomatopoeia simile and simile and purposes
achieves metaphor, metaphor,
specific and sound and sound
purposes devices devices
such as achieves
alliteration specific
and purposes
assonance
achieves
specific
purposes

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 Text Structures from Poetry
Lesson 5: I Remember
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(C) discuss 9(C) explain structure in drama 8(C) analyze how playwrights 8(C) analyze 7(C) analyze the function of 7(C) analyze 7(C) analyze
elements of such as character tags, acts, develop characters through how dramatic conventions such as how the and evaluate
drama such as scenes, and stage directions dialogue and staging playwrights asides, soliloquies, dramatic irony, relationships how the
characters, develop and satire among relationships
dialogue, dramatic action dramatic among the
setting, and through the elements dramatic
acts use of acts and advance the elements
scenes plot advance the
plot

Anaphora
Often used in political speeches and occasionally in prose and poetry, anaphora is the repetition of a word or words at the beginning of
successive phrases, clauses, or lines to create a sonic effect.

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 Text Structures from Poetry
Lesson 6: My Mother’s Tortilla
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:
11(D) edit drafts using standard English conventions, 10(D) edit drafts using standard English conventions, 9(D) edit drafts using standard English 9(D) edit drafts to demonstrate a
including: including: conventions, including: command of standard English
conventions using a style guide as
appropriate; and
(ii) past, present, and (ii) past tense of irregular (ii) consistent, appropriate use of verb (ii) consistent, appropriate use of verb tense and active
future verb tense verbs tenses and passive voice

Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and
across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
8(C) analyze plot 8(C) analyze plot 7(C) 7(C) analyze 7(C) analyze 6(C) analyze 6(C) analyze 6(C) evaluate 6(C) critique
elements, including elements, including rising analyze plot elements, non- linear plot non- linear plot isolated scenes how different and evaluate
the sequence of action, climax, falling plot including the development development and their literary elements how complex
events, the conflict, action, and resolution elements, use of such as such as contribution to shape the plot structures
and the resolution including foreshadowing flashbacks, flashbacks, the success of the author's such as subplots
rising and suspense, foreshadowing, foreshadowing, plot as a whole portrayal of the contribute to
action, to advance the subplots, and subplots, and plot and advance
climax, plot parallel plot parallel plot the action
falling structures and structures and
action, compare it to compare it to
resolution, linear plot linear plot
and non- development development
linear
elements
such as
flashback

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 Text Structures from Poetry
8(D) explain the 8(D) 8(D) 7(D) analyze 7(D) analyze how 7(D) explain 6(D) analyze how 6(D) analyze 6(D) analyze how 6(D) evaluate how
influence of the explain the analyze how the setting, the setting how the the setting how historical the historical, the historical,
setting on the influence the including influences setting influences the and cultural social, and social, and
plot. of the influence historical and character and influences the theme settings economic context economic context
of setting(s)
setting, of the cultural plot values and influence of setting(s)
influences the plot,
including setting, settings, development beliefs of characterization, influences the plot,
characterization,
historical including influences character. plot, and theme characterization, and theme
and historical character and across texts and theme
cultural and plot
settings, on cultural development
the plot settings,
on the plot

Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(C) revise drafts to improve sentence
structure and word choice by adding, deleting,
combining, and rearranging ideas for coherence
and clarity
10(C) revise drafts for clarity, development, organization,
style, word choice, and sentence variety
9(C) revise drafts to improve clarity,
development, organization, style, diction,
and sentence effectiveness, including use
of parallel constructions and placement of
phrases and dependent clauses
9(C) revise drafts to improve clarity,
development, organization, style, diction,
and sentence fluency, both within and
between sentences

Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
8(B) explain 8(B) explain 8(B) explain the 7(B) analyze the 7(B) analyze the 7(B) analyze the 6(B) analyze the 6(B) analyze 6(B) analyze 6(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, the effects of relationships effects of
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural simile, figurative elements such and graphical elements such graphic schemes; types characteristics of figurative
elements such metaphor, and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, stanzas, line graphics, and
variety of that the poet between the variety of poetic and in poems across and word internal, slant, breaks, speaker, dramatic
poems uses to create poet and the forms capitalization in a variety of position in and eye; and and sound structure in
images speaker in poems across a poetic forms poems across a other devices in poems poetry across
poems across a variety of poetic such as epic, variety of poetic conventions in across a variety literary time
variety of forms lyric, and forms poems across a of poetic forms periods and
poetic forms humorous variety of cultures
poetry poetic forms

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 Text Structures from Poetry
Lesson 7: Still Life With Summer Sausage, a Blade, and No Blood
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and
across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
8(C) analyze 8(C) analyze 8(C) analyze 7(C) analyze 7(C) analyze 7(C) analyze 6(C) analyze 6(C) analyze 6(C) evaluate 6(C) critique
plot elements, plot elements, plot elements, plot elements, plot elements, non- linear plot non- linear plot isolated scenes how different and evaluate
including the including the including rising including rising including the development development and their literary how complex
sequence of rising action, action, climax, action, climax, use of such as such as contribution to elements shape plot structures
events, the climax, falling falling action, falling action, foreshadowing flashbacks, flashbacks, the success of the author's such as
conflict, and action, and and resolution resolution, and and suspense, foreshadowing, foreshadowing, the plot as a portrayal of the subplots
the resolution resolution non- linear to advance the subplots, and subplots, and whole plot contribute to
elements such plot parallel plot parallel plot and advance
as flashback structures and structures and the action
compare it to compare it to
linear plot linear plot
development development
8(D) explain the 8(D) explain 8(D) analyze 7(D) analyze 7(D) analyze 7(D) explain 6(D) analyze 6(D) analyze 6(D) analyze 6(D) evaluate
influence of the the influence the influence how the how the setting how the setting how the setting how historical how the how the
setting on the of the setting, of the setting, setting, influences influences the influences the and cultural historical, historical, social,
plot including including including character and values and theme. settings social, and and economic
historical and historical and historical and plot beliefs of influence economic context of
cultural cultural cultural development characters characterizatio context of setting(s)
settings, on settings, on settings, n, plot, and setting(s) influences the
the plot the plot influences theme across influences the plot,
character and texts plot, characterization,
plot characterization, and theme
development and theme

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 Text Structures from Poetry
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
8(B) explain 8(B) explain 8(B) explain the use 7(B) analyze 7(B) analyze 7(B) analyze 6(B) analyze 6(B) analyze 6(B) analyze 6(B) analyze
rhyme figurative of sound devices the effect of the effect of the effect of the structure, the effects of relationships the effects of
scheme, language such and figurative meter and rhyme graphical prosody, and metrics; rhyme among sound, form,
sound as simile, language and structural scheme, elements such graphic schemes; types characteristics figurative
devices, and metaphor, and distinguish elements meter, and as elements such of rhymes such of poetry, language,
structural personification between the poet such as line graphical punctuation as line length as end, including graphics, and
elements that the poet and the speaker in breaks in elements such and line and word internal, slant, stanzas, line dramatic
such as uses to create poems across a poems across as punctuation length in position in and eye; and breaks, structure in
stanzas in a images variety of poetic a variety of and poems across poems across other speaker, and poetry across
variety of forms poetic forms capitalization a variety of a variety of conventions in sound devices literary time
poems in poems poetic forms poetic forms poems across a in poems across periods and
across a such as epic, variety of a variety of cultures
variety of lyric, and poetic forms poetic forms
poetic forms humorous
poetry

Note: Repetition and rhythm are explicit in Strand 4, Multiple genres (above) grades K, 1:

Kindergarten 1st 2nd

8(B) discuss rhyme and rhythm in nursery rhymes and a 8(B) discuss rhyme, rhythm, repetition, and alliteration in a 8(B) explain visual patterns and structures in a variety of
variety of poems variety of poems poems

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 Text Structures from Poetry
Lesson 8: Chorus, Venable Elementary
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
8(B) explain 8(B) explain 8(B) explain the 7(B) analyze the 7(B) analyze the 7(B) analyze the 6(B) analyze the 6(B) analyze the 6(B) analyze 6(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, effects of relationships effects of
sound devices, language such devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural as simile, figurative elements such and graphical elements such graphic schemes; types characteristics of figurative
elements such metaphor, and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, stanzas, line graphics, and
variety of that the poet between the variety of poetic and in poems across and word slant, and eye; breaks, speaker, dramatic
poems uses to create poet and the forms capitalization in a variety of position in and other and sound structure in
images speaker in poems across a poetic forms poems across a conventions in devices in poems poetry across
poems across a variety of poetic such as epic, variety of poetic poems across a across a variety literary time
variety of forms lyric, and forms variety of of poetic forms periods and
poetic forms humorous poetic forms cultures
poetry
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(D) edit drafts using standard English conventions, 10(D) edit drafts using standard English conventions, 9(D) edit drafts using standard 9(D) edit drafts to demonstrate a
including: including: English conventions, including: command of standard English
conventions using a style guide as
appropriate
(x) punctuation (x) punctuation (x) italics and (viii) (viii) (vi) (v) punctuation, (v) punctuation,
marks, marks, including underlining for punctuation punctuation, punctuation, including including
including apostrophes in titles and marks, including including commas, commas,
apostrophes in possessives, emphasis and including commas to set commas in semicolons, semicolons,
contractions commas in punctuation commas in off words, nonrestrictive colons, and colons, dashes,
and possessives compound marks, complex phrases, and phrases and dashes to set and
and commas in sentences, and including sentences, clauses and clauses, off phrases and parentheses to
compound quotation marks quotation transitions, and semicolons semicolons, clauses as set off phrases
sentences and in dialogue marks in introductory colons, and appropriate and clauses as

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 Text Structures from Poetry
items in a series dialogue and elements parentheses appropriate
commas in
compound and
complex
sentences
Strand 2

Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding

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 Text Structures from Poetry
Lesson 9: Snow in North Jersey
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze 8(B) analyze the 8(B) analyze the 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative language use of sound the effect of effect of rhyme effect of the structure, the effects relationships the effects of
scheme, such as simile, devices and meter and scheme, meter, graphical prosody, and of metrics; among sound, form,
sound devices, metaphor, and figurative structural and graphical elements such graphic rhyme characteristics of figurative
and structural personification that language and elements such elements such as as punctuation elements such schemes; poetry, including language,
elements such the poet uses to distinguish as line breaks punctuation and and line length as line length types of stanzas, line graphics, and
as stanzas in a create images between the in poems capitalization in in poems across and word rhymes such breaks, speaker, dramatic
variety of poet and the across a poems across a a variety of position in as end, and sound devices structure in
poems speaker in variety of variety of poetic poetic forms poems across internal, in poems across a poetry across
poems across a poetic forms forms such as epic, a variety of slant, and variety of poetic literary time
variety of poetic lyric, and poetic forms eye; and forms periods and
forms humorous other cultures
poetry conventions
in poems
across a
variety of
poetic
forms
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(D) edit drafts using standard English conventions, including: 10(D) edit drafts using standard English conventions, 9(D) edit drafts using (D) edit drafts to demonstrate a
including: standard English command of standard English
conventions, including: conventions using a style guide as
appropriate
(viii) coordinating conjunctions to (viii) subordinating (vi) subordinating conjunctions to
form compound subjects, conjunctions to form form complex sentences and
predicates, and sentences complex sentences correlative conjunctions such as

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 Text Structures from Poetry
either/or and neither/nor

(ix) (ix) capitalization (ix) (vii) iv) correct capitalization

capitalization of of historical capitalization capitalization
official titles of periods, events, of of proper
people, and documents; abbreviations, nouns,
holidays, and titles of books; initials, including
geographical stories and acronyms, abbreviations,
names and essays; and and initials,
places languages, races, organizations acronyms, and
and nationalities organizations
(x) punctuation (x) punctuation (x) italics and (viii) (viii) (vi) (v) (v) punctuation,
marks, marks, underlining for punctuation punctuation, punctuation, punctuation, including
including including titles and marks, including including including commas,
apostrophes in apostrophes in emphasis and including commas to set commas in commas, semicolons,
contractions possessives, punctuation commas in off words, nonrestrictive semicolons, colons, dashes,
and commas in marks, including complex phrases, and phrases and colons, and and parentheses
possessives compound quotation marks sentences, clauses and clauses, dashes to set to set off
and commas in sentences, and in dialogue and transitions, semicolons semicolons, off phrases and phrases and
compound quotation commas in and colons, and clauses as clauses as
sentences and marks in compound and introductory parentheses appropriate appropriate
items in a dialogue complex elements
series sentences

1st Grade: D (vii) – capitalization of the first letter in a sentence and name

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 Text Structures from Poetry
Lesson 10: Draw
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read,
heard, or viewed. The student is expected to:

6(H) respond orally or in writing with appropriate 5(H) respond orally or in writing 5(H) respond 5(H) respond
register, vocabulary, tone, with appropriate register, orally orally
and voice vocabulary, tone, or in writing or in writing
and voice with with
appropriate appropriate
register register
and effective and purposeful
vocabulary, vocabulary,
tone, tone,
and voice and voice
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze 8(B) analyze the 8(B) analyze the 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound the effect of effect of rhyme effect of structure, effects of relationships effects of sound,
sound devices, language such as devices and meter and scheme, meter, graphical prosody, and metrics; rhyme among form, figurative
and structural simile, figurative structural and graphical elements such graphic schemes; types characteristics language,
elements such metaphor, and language and elements such elements such as punctuation elements such of rhymes such of poetry, graphics, and
as stanzas in a personification distinguish as line breaks as punctuation and line length as line length as end, including dramatic
variety of that the poet between the in poems and in poems across and word internal, slant, stanzas, line structure in
poems uses to create poet and the across a variety capitalization in a variety of position in and eye; and breaks, speaker, poetry across
images speaker in of poetic forms poems across a poetic forms poems across a other and sound literary time
poems across a variety of poetic such as epic, variety of poetic conventions in devices in periods and
variety of poetic forms lyric, and forms poems across a poems across a cultures
forms humorous variety of variety of poetic
poetry poetic forms forms

Note: Repetition and rhythm are explicit in Strand 4, Multiple genres: 9(B)

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 Text Structures from Poetry
Lesson 11: Nighthawks by Edward Hopper
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of the effect of the effect of the structure, the effects of relationships the effects of
scheme, language such as sound devices meter and rhyme scheme, graphical prosody, and metrics; rhyme among sound, form,
sound devices, simile, and figurative structural meter, and elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such graphical as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks elements such and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems as punctuation in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a and across a position in slant, and eye; breaks, structure in
poems images speaker in variety of capitalization in variety of poems across a and other speaker, and poetry across
poems across a poetic forms poems across a poetic forms variety of conventions in sound devices literary time
variety of variety of such as epic, poetic forms poems across in poems across periods and
poetic forms poetic forms lyric, and a variety of a variety of cultures
humorous poetic forms poetic forms
poetry

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 Text Structures from Poetry
Lesson 12: Full Capacity
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze the 8(B) analyze the 8(B) analyze 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme the effect of structure, effects of relationships effects of sound,
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among form, figurative
and structural simile, metaphor, figurative elements such and graphical elements such graphic schemes; types characteristics of language,
elements such and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including graphics, and
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, stanzas, line dramatic
variety of that the poet between the variety of and in poems across and word slant, and eye; breaks, speaker, structure in
poems uses to create poet and the poetic forms capitalization in a variety of position in and other and sound poetry across
images speaker in poems across a poetic forms poems across a conventions in devices in literary time
poems across a variety of such as epic, variety of poems across a poems across a periods and
variety of poetic poetic forms lyric, and poetic forms variety of poetic variety of poetic cultures
forms humorous forms forms
poetry

Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:

10(D) describe 10(D) 10(D) 9(D) describe how the author’s use 9(D) describe 8(D) analyze 8(D) analyze 8(D) evaluate 8(D) critique
how the describe describe of figurative language such as how the how the how the how the and evaluate
author’s use how the how the metaphor and personification author’s use of author’s use author’s use author’s use how the
of imagery, author’s use author’s use achieves specific purposes figurative of language of language of language author’s use
literal and of imagery, of imagery, language such achieves informs and informs and of language
figurative literal and literal and as extended specific shapes the shapes the informs and
language such figurative figurative metaphor purposes perception of perception of shapes the
as simile, and language language achieves readers readers perception of
sound devices such as such as specific readers
such as simile and simile and purposes
onomatopoeia metaphor, metaphor,

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achieves and sound and sound
specific devices such devices
purposes as achieves
alliteration specific
and purposes
assonance
achieves
specific
purposes

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 Text Structures from Poetry
Lesson 13: Because of Libraries We Can Say These Things

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:

10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze the use of the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of literary literary and allegory image to achieve
including first- devices, devices, literary devices such devices such specific purposes
or third- including including devices, as irony and as irony,
person point omniscient subjective and including oxymoron to sarcasm and
of view and limited objective multiple achieve motif to
point of view, point of view points of view specific achieve
to achieve a and irony purposes specific
specific purposes
purpose

Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding

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Lesson 14: Letter to a Cockroach, Now Dead and Mixed into a Bar of Chocolate

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze the use of the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of literary devices literary devices and allegory image to achieve
including first- devices, devices, literary such as irony such as irony, specific purposes
or third- including including devices, and oxymoron sarcasm and
person point omniscient and subjective and including to achieve motif to
of view limited point objective point multiple specific achieve
of view, to of view points of view purposes specific
achieve a and irony purposes
specific
purpose
(G) identify and (G) identify and (G) explain the (G) explain the (G) explain the (G) explain the (G) explain the (G) analyze the (G) analyze the (G) analyze the
explain the use explain the use purpose of differences purpose of purpose of purpose of purpose of effects of effects of
of hyperbole of anecdote hyperbole, between rhetorical rhetorical rhetorical rhetorical rhetorical rhetorical
stereotyping, rhetorical devices such as devices such as devices such as devices such as devices and devices and
and anecdote devices and direct address analogy and understatement appeals, logical fallacies logical fallacies
logical fallacies and rhetorical juxtaposition and antithesis, on the way the on the way the
questions and and of logical overstatement parallelism, and text is read and text is read and
logical fallacies fallacies such as and the effect shifts and the understood understood
such as loaded bandwagon of logical effects of logical
language and appeals and fallacies such as fallacies
sweeping circular straw man and
generalizations reasoning red herring
arguments

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Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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 Text Structures from Poetry
Lesson 15: Parting
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(D) edit drafts using standard English conventions, 10(D) edit drafts using standard English conventions, 9(D) edit drafts using standard 9(D) edit drafts to demonstrate a
including: including: English conventions, including: command of standard English
conventions using a style guide as
appropriate
(x) (x) punctuation (x) italics and (viii) (viii) (vi) (v) (v)
punctuation marks, underlining for punctuation punctuation, punctuation, punctuation, punctuation,
marks, including titles and marks, including including including including
including apostrophes in emphasis and including commas to set commas in commas, commas,
apostrophes in possessives, punctuation commas in off words, nonrestrictive semicolons, semicolons,
contractions commas in marks, including complex phrases, and phrases and colons, and colons,
and compound quotation marks sentences, clauses and clauses, dashes to set dashes, and
possessives sentences, and in dialogue and transitions, semicolons semicolons, off phrases parentheses to
and commas quotation commas in and colons, and and clauses as set off phrases
in compound marks in compound and introductory parentheses appropriate and clauses as
sentences and dialogue complex elements appropriate
items in a sentences
series

Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

8(B) explain 8(B) explain 8(B) explain the use 7(B) analyze 7(B) analyze 7(B) analyze 6(B) analyze 6(B) analyze 6(B) analyze 6(B) analyze
rhyme figurative of sound devices the effect of the effect of the effect of the structure, the effects of relationships the effects of
scheme, language such and figurative meter and rhyme graphical prosody, and metrics; rhyme among sound, form,
sound as simile, language and structural scheme, elements such graphic schemes; types characteristics figurative
devices, and metaphor, and distinguish elements meter, and as elements such of rhymes such of poetry, language,
structural personification between the poet such as line graphical punctuation as line length as end, including graphics, and
elements that the poet and the speaker in breaks in elements such and line and word internal, slant, stanzas, line dramatic

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 Text Structures from Poetry
such as uses to create poems across a poems across as punctuation length in position in and eye; and breaks, structure in
stanzas in a images variety of poetic a variety of and poems across poems across other speaker, and poetry across
variety of forms poetic forms capitalization a variety of a variety of conventions in sound devices literary time
poems in poems poetic forms poetic forms poems across a in poems across periods and
across a such as epic, variety of a variety of cultures
variety of lyric, and poetic forms poetic forms
poetic forms humorous
poetry

Note: Repetition and rhythm are explicit in Strand 4, Multiple genres (above) grades K, 1:

Kindergarten 1st 2nd

8(B) discuss rhyme and rhythm in nursery rhymes and a 8(B) discuss rhyme, rhythm, repetition, and alliteration in a 8(B) explain visual patterns and structures in a variety of
variety of poems variety of poems poems

Definition of Enjambment:

Enjambment, derived from the French word enjambment, means to step over, or put legs across. In poetry it means moving over from one line to another without a
terminating punctuation mark. It can be defined as a thought or sense, phrase or clause, in a line of poetry that does not come to an end at the line break, but moves over to the
next line. In simple words, it is the running on of a sense from one couplet or line to the next without a major pause or syntactical break.

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Lesson 16: The Falcon

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze the use of the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of literary literary and allegory image to achieve
including first- devices, devices, literary devices such devices such specific purposes
or third- including including devices, as irony and as irony,
person point omniscient subjective and including oxymoron to sarcasm and
of view and limited objective multiple achieve motif to
point of view, point of view points of view specific achieve
to achieve a and irony purposes specific
specific purposes
purpose
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding

Note: The TEKS do not include second-person point of view

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Lesson 17: Fixing on the Next Star

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze the use of the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of literary literary and allegory image to achieve
including first- devices, devices, literary devices such devices such specific purposes
or third- including including devices, as irony and as irony,
person point omniscient subjective and including oxymoron to sarcasm and
of view and limited objective multiple achieve motif to
point of view, point of view points of view specific achieve
to achieve a and irony purposes specific
specific purposes
purpose

Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(B) develop drafts into a focused, structured, 10(B) develop drafts into a focused, structured, (B) 9(B) develop drafts into a focused, structured, and coherent
and coherent piece of writing by: and coherent piece of writing by: piece of writing in timed and open-ended situations by:
(ii) developing an engaging idea (ii) developing (ii) (ii) (ii) (ii) developing an engaging idea (ii) developing an engaging idea
with relevant details an engaging developing an developing an developing an reflecting depth of thought with reflecting depth of thought with
idea engaging idea engaging idea engaging idea specific details, examples, and effective use of rhetorical devices,
reflecting reflecting reflecting reflecting commentary details, examples, and
depth of depth of depth of depth of commentary
thought with thought with thought with thought with
specific facts specific facts specific facts specific facts,
and details and details and details details and
examples

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11(D) edit drafts using standard English conventions,
including
Text Structures from Poetry
10(D) edit drafts using standard English conventions, 9(D) edit drafts using standard 9(D) edit drafts to demonstrate a
including English conventions, including command of standard English
conventions using a style guide as
appropriate

(ii) past, present, and (ii) past tense of irregular (ii) consistent, appropriate use of verb (ii) consistent, appropriate use of verb tense and
future verb tense verbs tenses active and passive voice

(x) punctuation (x) punctuation (x) italics and (viii) (viii) (vi) (v) punctuation, (v) punctuation,
marks, marks, including underlining for punctuation punctuation, punctuation, including including
including apostrophes in titles and marks, including including commas, commas,
apostrophes in possessives, emphasis and including commas to set commas in semicolons, semicolons,
contractions commas in punctuation commas in off words, nonrestrictive colons, and colons, dashes,
and possessives compound marks, complex phrases, and phrases and dashes to set and
and commas in sentences, and including sentences, clauses and clauses, off phrases and parentheses to
compound quotation marks quotation transitions, and semicolons semicolons, clauses as set off phrases
sentences and in dialogue marks in introductory colons, and appropriate and clauses as
items in a series dialogue and elements parentheses appropriate
commas in
compound and
complex
sentences

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 Text Structures from Poetry
Lesson 18: What I learned This Week
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
8(B) explain 8(B) explain 8(B) explain the use 7(B) analyze 7(B) analyze 7(B) analyze 6(B) analyze 6(B) analyze 6(B) analyze 6(B) analyze
rhyme figurative of sound devices the effect of the effect of the effect of the structure, the effects of relationships the effects of
scheme, language such and figurative meter and rhyme graphical prosody, and metrics; rhyme among sound, form,
sound as simile, language and structural scheme, elements such graphic schemes; types characteristics figurative
devices, and metaphor, and distinguish elements meter, and as elements such of rhymes such of poetry, language,
structural personification between the poet such as line graphical punctuation as line length as end, including graphics, and
elements that the poet and the speaker in breaks in elements such and line and word internal, slant, stanzas, line dramatic
such as uses to create poems across a poems across as punctuation length in position in and eye; and breaks, structure in
stanzas in a images variety of poetic a variety of and poems across poems across other speaker, and poetry across
variety of forms poetic forms capitalization a variety of a variety of conventions in sound devices literary time
poems in poems poetic forms poetic forms poems across a in poems across periods and
across a such as epic, variety of a variety of cultures
variety of lyric, and poetic forms poetic forms
poetic forms humorous
poetry

Definition of Enjambment

Enjambment, derived from the French word enjambment, means to step over, or put legs across. In poetry it means moving over from one line to another without a
terminating punctuation mark. It can be defined as a thought or sense, phrase or clause, in a line of poetry that does not come to an end at the line break, but moves over to the
next line. In simple words, it is the running on of a sense from one couplet or line to the next without a major pause or syntactical break.

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Lesson 19: Maria
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student uses genre characteristics and craft to compose multiple texts that
are meaningful. The student is expected to:
12(A) compose literary texts such 12(A) compose 11(A) compose literary texts such as personal 10(A) compose literary texts such as fiction and poetry using genre
as personal narratives and poetry literary texts narratives, fiction, and poetry using genre characteristics and craft
using genre characteristics and such as personal characteristics and craft
craft narratives,
fiction, and
poetry using
genre
characteristics
and craft

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Lesson 20: On the Shoreline
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read,
heard, or viewed. The student is expected to:
6(J) defend or 5(J) defend or challenge the authors' claims using relevant text
challenge the evidence.
authors' claims
using
relevant text
evidence.

Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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 Text Structures from Poetry
Lesson 21: As Always, Thirty Year between Us
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms
Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding

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Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(B) develop drafts into a focused, structured, 10(B) develop drafts into a focused, structured, (B) 9(B) develop drafts into a focused, structured, and coherent piece
and coherent piece of writing by: and coherent piece of writing by: of writing in timed and open-ended situations by:

(ii) developing an engaging idea (ii) developing (ii) (ii) (ii) (ii) developing an engaging idea (ii) developing an engaging idea
with relevant details an engaging developing an developing an developing an reflecting depth of thought with reflecting depth of thought with
idea engaging idea engaging idea engaging idea specific details, examples, and effective use of rhetorical devices,
reflecting reflecting reflecting reflecting commentary details, examples, and
depth of depth of depth of depth of commentary
thought with thought with thought with thought with
specific facts specific facts specific facts specific facts,
and details and details and details details and
examples

Definition of Enjambment

Enjambment, derived from the French word enjambment, means to step over, or put legs across. In poetry it means moving over from one line to another without a
terminating punctuation mark. It can be defined as a thought or sense, phrase or clause, in a line of poetry that does not come to an end at the line break, but moves over to the
next line. In simple words, it is the running on of a sense from one couplet or line to the next without a major pause or syntactical break.

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Lesson 22: Postcard from Texas

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

Definition of Enjambment

Enjambment, derived from the French word enjambment, means to step over, or put legs across. In poetry it means moving over from one line to another without a
terminating punctuation mark. It can be defined as a thought or sense, phrase or clause, in a line of poetry that does not come to an end at the line break, but moves over to the
next line. In simple words, it is the running on of a sense from one couplet or line to the next without a major pause or syntactical break.

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 Text Structures from Poetry
Lesson 23: One of Those Days

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

Repetition and rhythm are explicit in Strand 4, Multiple genres (above) grades K & 1:

Kindergarten 1st
8(B) discuss rhyme and rhythm in nursery rhymes and a 8(B) discuss rhyme, rhythm, repetition, and alliteration in a
variety of poems variety of poems

Anaphora:
Often used in political speeches and occasionally in prose and poetry, anaphora is the repetition of a word or words at the beginning of successive
phrases, clauses, or lines to create a sonic effect.

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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze the use of the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of literary literary and allegory image to achieve
including first- devices, devices, literary devices such devices such specific purposes
or third- including including devices, as irony and as irony,
person point omniscient subjective and including oxymoron to sarcasm and
of view and limited objective multiple achieve motif to
point of view, point of view points of view specific achieve
to achieve a and irony purposes specific
specific purposes
purpose

Note: The TEKS do not include second-person point of view

Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and
deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding

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 Text Structures from Poetry
Lesson 24: She Inherits His Steady Hand

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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 Text Structures from Poetry
Lesson 25: Regret

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(F) examine how the author's use of language 9(F) analyze how the author's use of language 8(F) analyze how the author's 8(F) evaluate 8(F) evaluate
contributes to voice contributes to the mood, voice, and tone diction and syntax contribute to how the how the
the mood, voice, and tone of a text author's diction author's
and syntax diction and
contribute to syntax
the mood, contribute to
voice, and tone the
of a text effectiveness
of a text

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 Text Structures from Poetry
Lesson 26: The Author to Her Book
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
(G) identify (G) identify (G) explain (G) explain the (G) explain the (G) explain the (G) explain the (G) analyze the (G) analyze the (G) analyze the
and explain and explain the purpose differences purpose of purpose of purpose of purpose of effects of effects of
the use of the use of of hyperbole, between rhetorical rhetorical rhetorical rhetorical rhetorical rhetorical
hyperbole anecdote stereotyping, rhetorical devices such as devices such as devices such as devices such as devices and devices and
and anecdote devices and direct address analogy and understatement appeals, logical fallacies logical fallacies
logical fallacies and rhetorical juxtaposition and antithesis, on the way the on the way the
questions and and of logical overstatement parallelism, and text is read and text is read
logical fallacies fallacies such as and the effect of shifts and the understood and
such as loaded bandwagon logical fallacies effects of logical understood
language and appeals and such as straw fallacies
sweeping circular man and red
generalizations reasoning herring
arguments
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze the 8(B) analyze the 8(B) analyze the 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, effects of relationships effects of
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural simile, metaphor, figurative elements such and graphical elements such graphic schemes; types characteristics of figurative
elements such and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, stanzas, line graphics, and
variety of that the poet between the variety of poetic and in poems across and word slant, and eye; breaks, speaker, dramatic
poems uses to create poet and the forms capitalization in a variety of position in and other and sound structure in
images speaker in poems across a poetic forms poems across a conventions in devices in poems poetry across
poems across a variety of poetic such as epic, variety of poetic poems across a across a variety literary time
variety of forms lyric, and forms variety of of poetic forms periods and
poetic forms humorous poetic forms cultures
poetry

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 Text Structures from Poetry
Lesson 27: How Do I Love Thee

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other speaker, and poetry across
poems across variety of such as epic, variety of conventions in sound devices literary time
a variety of poetic forms lyric, and poetic forms poems across in poems across periods and
poetic forms humorous a variety of a variety of cultures
poetry poetic forms poetic forms

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 Text Structures from Poetry
Lesson 28: My Last Duchess

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other speaker, and poetry across
poems across variety of such as epic, variety of conventions in sound devices literary time
a variety of poetic forms lyric, and poetic forms poems across in poems across periods and
poetic forms humorous a variety of a variety of cultures
poetry poetic forms poetic forms

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 Text Structures from Poetry
Lesson 29: To a Mouse
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze the 8(B) analyze the 8(B) analyze the 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, effects of relationships effects of
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural simile, metaphor, figurative elements such and graphical elements such graphic schemes; types characteristics of figurative
elements such and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, stanzas, line graphics, and
variety of that the poet between the variety of poetic and in poems across and word slant, and eye; breaks, speaker, dramatic
poems uses to create poet and the forms capitalization in a variety of position in and other and sound structure in
images speaker in poems across a poetic forms poems across a conventions in devices in poetry across
poems across a variety of poetic such as epic, variety of poetic poems across a poems across a literary time
variety of forms lyric, and forms variety of variety of poetic periods and
poetic forms humorous poetic forms forms cultures
poetry
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
(G) identify (G) identify and (G) explain (G) explain the (G) explain the (G) explain the (G) explain the (G) analyze the (G) analyze the (G) analyze the
and explain explain the use the purpose differences purpose of purpose of purpose of purpose of effects of effects of
the use of of anecdote of hyperbole, between rhetorical rhetorical rhetorical rhetorical rhetorical rhetorical
hyperbole stereotyping, rhetorical devices such as devices such as devices such as devices such as devices and devices and
and anecdote devices and direct address analogy and understatement appeals, logical fallacies logical fallacies
logical fallacies and rhetorical juxtaposition and antithesis, on the way the on the way the
questions and and of logical overstatement parallelism, and text is read and text is read
logical fallacies fallacies such as and the effect shifts and the understood and
such as loaded bandwagon of logical effects of logical understood
language and appeals and fallacies such as fallacies
sweeping circular straw man and
generalizations reasoning red herring
arguments

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Lesson 30: I heard a Fly buzz – when I died -
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze the 8(B) analyze the 8(B) analyze the 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, effects of relationships effects of
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural simile, metaphor, figurative elements such and graphical elements such graphic schemes; types characteristics of figurative
elements such and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, stanzas, line graphics, and
variety of that the poet between the variety of poetic and in poems across and word slant, and eye; breaks, speaker, dramatic
poems uses to create poet and the forms capitalization in a variety of position in and other and sound structure in
images speaker in poems across a poetic forms poems across a conventions in devices in poetry across
poems across a variety of poetic such as epic, variety of poetic poems across a poems across a literary time
variety of forms lyric, and forms variety of variety of poetic periods and
poetic forms humorous poetic forms forms cultures
poetry
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
(G) identify (G) identify and (G) explain (G) explain the (G) explain the (G) explain the (G) explain the (G) analyze the (G) analyze the (G) analyze the
and explain explain the use the purpose differences purpose of purpose of purpose of purpose of effects of effects of
the use of of anecdote of hyperbole, between rhetorical rhetorical rhetorical rhetorical rhetorical rhetorical
hyperbole stereotyping, rhetorical devices such as devices such as devices such as devices such as devices and devices and
and anecdote devices and direct address analogy and understatement appeals, logical fallacies logical fallacies
logical fallacies and rhetorical juxtaposition and antithesis, on the way the on the way the
questions and and of logical overstatement parallelism, and text is read and text is read
logical fallacies fallacies such as and the effect shifts and the understood and
such as loaded bandwagon of logical effects of logical understood
language and appeals and fallacies such as fallacies
sweeping circular straw man and
generalizations reasoning red herring
arguments

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 Text Structures from Poetry
Lesson 31: The Flea
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of cultures
poetry poetic forms poetic forms

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Lesson 32: A Musical
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read,
heard, or viewed. The student is expected to:

7(B) write a 7(B) write responses that 6(B) write responses that demonstrate understanding 5(B) write responses that 5(B) write responses that
response to a demonstrate understanding of of texts, including comparing sources within and across demonstrate understanding of demonstrate analysis of texts,
literary or texts, including comparing and genres texts, including comparing sources including comparing sources within
informational contrasting ideas across a variety of within and across genres and across genres
text that sources
demonstrates
an
understanding
of a text
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze the 8(B) analyze the 8(B) analyze the 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, effects of relationships effects of
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural simile, metaphor, figurative elements such and graphical elements such graphic schemes; types characteristics figurative
elements such and language and as line breaks in elements such as punctuation elements such of rhymes such of poetry, language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, including graphics, and
variety of that the poet uses between the variety of poetic and in poems across and word slant, and eye; stanzas, line dramatic
poems to create images poet and the forms capitalization in a variety of position in and other breaks, speaker, structure in
speaker in poems across a poetic forms poems across a conventions in and sound poetry across
poems across a variety of poetic such as epic, variety of poetic poems across a devices in literary time
variety of poetic forms lyric, and forms variety of poetic poems across a periods and
forms humorous forms variety of poetic cultures
poetry forms

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Lesson 33: Preludes

Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(B) develop drafts into a focused, structured, 10(B) develop drafts into a focused, structured, (B) 9(B) develop drafts into a focused, structured, and coherent piece
and coherent piece of writing by: and coherent piece of writing by: of writing in timed and open-ended situations by:

(ii) developing an engaging idea (ii) developing (ii) (ii) (ii) (ii) developing an engaging idea (ii) developing an engaging idea
with relevant details an engaging developing an developing an developing an reflecting depth of thought with reflecting depth of thought with
idea engaging idea engaging idea engaging idea specific details, examples, and effective use of rhetorical devices,
reflecting reflecting reflecting reflecting commentary details, examples, and
depth of depth of depth of depth of commentary
thought with thought with thought with thought with
specific facts specific facts specific facts specific facts,
and details and details and details details and
examples

Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time

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a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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Lesson 34: Fire and Ice
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; among sound, form,
sound as simile, and figurative structural and graphical elements such graphic rhyme characteristics figurative
devices, and metaphor, and language and elements such elements such as punctuation elements such schemes; of poetry, language,
structural personification distinguish as line breaks as punctuation and line length as line length types of including graphics, and
elements such that the poet between the in poems and in poems and word rhymes such stanzas, line dramatic
as stanzas in a uses to create poet and the across a variety capitalization in across a variety position in as end, breaks, speaker, structure in
variety of images speaker in of poetic forms poems across a of poetic forms poems across a internal, slant, and sound poetry across
poems poems across variety of such as epic, variety of and eye; and devices in literary time
a variety of poetic forms lyric, and poetic forms other poems across a periods and
poetic forms humorous conventions in variety of poetic cultures
poetry poems across forms
a variety of
poetic forms

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 Text Structures from Poetry
Lesson 35: Learning to Read
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze the
rhyme figurative the use of the effect of the effect of the effect of the structure, the effects of relationships effects of
scheme, language such sound devices meter and rhyme scheme, graphical prosody, and metrics; among sound, form,
sound as simile, and figurative structural meter, and elements such graphic rhyme characteristics figurative
devices, and metaphor, and language and elements such graphical as punctuation elements such schemes; of poetry, language,
structural personification distinguish as line breaks elements such and line length as line length types of including graphics, and
elements such that the poet between the in poems as punctuation in poems and word rhymes such stanzas, line dramatic
as stanzas in a uses to create poet and the across a variety and across a variety position in as end, breaks, structure in
variety of images speaker in of poetic forms capitalization in of poetic forms poems across a internal, slant, speaker, and poetry across
poems poems across poems across a such as epic, variety of and eye; and sound devices literary time
a variety of variety of lyric, and poetic forms other in poems periods and
poetic forms poetic forms humorous conventions in across a variety cultures
poetry poems across of poetic forms
a variety of
poetic forms

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 Text Structures from Poetry
Lesson 36: Old Ironsides
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze the use of the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of literary literary and allegory image to achieve
including first- devices, devices, literary devices such devices such specific purposes
or third- including including devices, as irony and as irony,
person point omniscient subjective and including oxymoron to sarcasm and
of view and limited objective multiple achieve motif to
point of view, point of view points of view specific achieve
to achieve a and irony purposes specific
specific purposes
purpose

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Lesson 37: Pied Beauty
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze the 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of effect of meter effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, devices and elements such and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and figurative as line breaks in elements such as punctuation elements such types of of poetry, language,
elements such personification language and poems across a as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet distinguish variety of poetic and in poems and word end, internal, stanzas, line dramatic
variety of uses to create between the forms capitalization in across a position in slant, and eye; breaks, speaker, structure in
poems images poet and the poems across a variety of poems across a and other and sound poetry across
speaker in variety of poetic poetic forms variety of conventions in devices in literary time
poems across forms such as epic, poetic forms poems across poems across a periods and
a variety of lyric, and a variety of variety of poetic cultures
poetic forms humorous poetic forms forms
poetry
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:

10(D) 10(D) 10(D) 9(D) describe how the author’s use 9(D) describe 8(D) analyze 8(D) analyze 8(D) evaluate 8(D) critique
describe describe how describe of figurative language such as how the how the how the how the and evaluate
how the the author’s how the metaphor and personification author’s use of author’s use author’s use author’s use how the
author’s use of author’s achieves specific purposes figurative of language of language of language author’s use
use of imagery, use of language such achieves informs and informs and of language
imagery, literal and imagery, as extended specific shapes the shapes the informs and
literal and figurative literal and metaphor purposes perception of perception of shapes the
figurative language figurative achieves readers readers perception of
language such as simile language specific readers
such as and such as purposes

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simile, and metaphor, simile and
sound and sound metaphor,
devices devices such and sound
such as as devices
onomatopo alliteration achieves
eia achieves and specific
specific assonance purposes
purposes achieves
specific
purposes
10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze the use of the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of literary literary and allegory image to achieve
including first- devices, devices, literary devices such devices such specific purposes
or third- including including devices, as irony and as irony,
person point omniscient and subjective and including oxymoron to sarcasm and
of view limited point of objective point multiple achieve motif to
view, to of view points of view specific achieve
achieve a and irony purposes specific
specific purposes
purpose

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Lesson 38: When I Was One-and-Twenty
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(B) develop drafts into a focused, structured, 10(B) develop drafts into a focused, structured, (B) 9(B) develop drafts into a focused, structured, and coherent piece
and coherent piece of writing by: and coherent piece of writing by: of writing in timed and open-ended situations by:
(ii) developing an engaging idea (ii) developing (ii) (ii) (ii) (ii) developing an engaging idea (ii) developing an engaging idea
with relevant details an engaging developing an developing an developing an reflecting depth of thought with reflecting depth of thought with
idea engaging idea engaging idea engaging idea specific details, examples, and effective use of rhetorical devices,
reflecting reflecting reflecting reflecting commentary details, examples, and
depth of depth of depth of depth of commentary
thought with thought with thought with thought with
specific facts specific facts specific facts specific facts,
and details and details and details details and
examples

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Lesson 39: A Jellyfish
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read,
heard, or viewed. The student is expected to:

7(B) write a 7(B) write responses that 6(B) write responses that demonstrate understanding 5(B) write responses that 5(B) write responses that
response to a demonstrate understanding of of texts, including comparing sources within and across demonstrate understanding of demonstrate analysis of texts,
literary or texts, including comparing and genres texts, including comparing sources including comparing sources within
informational contrasting ideas across a variety of within and across genres and across genres
text that sources
demonstrates
an
understanding
of a text
Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and
deepen comprehension of increasingly complex texts. The student is expected to:
6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures

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poetry poetic forms forms

Definition of Enjambment

Enjambment, derived from the French word enjambment, means to step over, or put legs across. In poetry it means moving over from one line to another without a
terminating punctuation mark. It can be defined as a thought or sense, phrase or clause, in a line of poetry that does not come to an end at the line break, but moves over to the
next line. In simple words, it is the running on of a sense from one couplet or line to the next without a major pause or syntactical break.

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Lesson 40: Dulce et Decorum Est
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic rhyme characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such schemes; of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length types of including graphics, and
as stanzas in a that the poet between the in poems and in poems and word rhymes such as stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in end, internal, breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a slant, and eye; and sound poetry across
poems across variety of such as epic, variety of and other devices in literary time
a variety of poetic forms lyric, and poetic forms conventions in poems across a periods and
poetic forms humorous poems across variety of poetic cultures
poetry a variety of forms
poetic forms
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(C) discuss 9(C) explain structure in drama 8(C) analyze how playwrights 8(C) analyze 7(C) analyze the function of 7(C) analyze 7(C) analyze
elements of such as character tags, acts, develop characters through how dramatic conventions such as how the and evaluate
drama such as scenes, and stage directions dialogue and staging playwrights asides, soliloquies, dramatic irony, relationships how the
characters, develop and satire among relationships
dialogue, dramatic action dramatic among the
setting, and through the elements dramatic

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acts use of acts and advance the elements
scenes plot advance the
plot

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Lesson 41: The Raven
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 2
Comprehension skills: listening, speaking, reading, writing, and thinking using multiple texts. The student uses metacognitive skills to both develop and deepen
comprehension of increasingly complex texts. The student is expected to:

6(D) create mental images to deepen understanding 5(D) create mental images to deepen understanding 4(D) create mental images to deepen understanding
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic rhyme characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such schemes; of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length types of including graphics, and
as stanzas in a that the poet between the in poems and in poems and word rhymes such as stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in end, internal, breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a slant, and eye; and sound poetry across
poems across variety of such as epic, variety of and other devices in literary time
a variety of poetic forms lyric, and poetic forms conventions in poems across a periods and
poetic forms humorous poems across variety of poetic cultures
poetry a variety of forms
poetic forms

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Lesson 42: An Essay on Man
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze the 8(B) analyze the 8(B) analyze the 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, effects of relationships effects of
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural simile, metaphor, figurative elements such and graphical elements such graphic schemes; types characteristics of figurative
elements such and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, stanzas, line graphics, and
variety of that the poet between the variety of poetic and in poems across and word slant, and eye; breaks, speaker, dramatic
poems uses to create poet and the forms capitalization in a variety of position in and other and sound structure in
images speaker in poems across a poetic forms poems across a conventions in devices in poems poetry across
poems across a variety of poetic such as epic, variety of poetic poems across a across a variety literary time
variety of forms lyric, and forms variety of of poetic forms periods and
poetic forms humorous poetic forms cultures
poetry
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
(G) identify and (G) identify and (G) explain the (G) explain the (G) explain the (G) explain the (G) explain the (G) analyze the (G) analyze the (G) analyze the
explain the use explain the use of purpose of differences purpose of purpose of purpose of purpose of effects of effects of
of hyperbole anecdote hyperbole, between rhetorical rhetorical rhetorical rhetorical rhetorical rhetorical
stereotyping, rhetorical devices such as devices such as devices such as devices such as devices and devices and
and anecdote devices and direct address analogy and understatement appeals, logical fallacies logical fallacies
logical fallacies and rhetorical juxtaposition and antithesis, on the way the on the way the
questions and and of logical overstatement parallelism, and text is read and text is read and
logical fallacies fallacies such as and the effect of shifts and the understood understood
such as loaded bandwagon logical fallacies effects of logical
language and appeals and such as straw fallacies
sweeping circular man and red
generalizations reasoning herring
arguments

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Lesson 43: On the Capture and Imprisonment of Crazy Snake, January 1900
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(D) edit drafts using standard English conventions, 10(D) edit drafts using standard English conventions, 9(D) edit drafts using standard 9(D) edit drafts to demonstrate a
including: including: English conventions, including: command of standard English
conventions using a style guide as
appropriate
(x) (x) (x) italics and (viii) (viii) (vi) (v) (v)
punctuation punctuation underlining for punctuation punctuation, punctuation, punctuation, punctuation,
marks, marks, titles and marks, including including including including
including including emphasis and including commas to set commas in commas, commas,
apostrophes in apostrophes in punctuation commas in off words, nonrestrictive semicolons, semicolons,
contractions possessives, marks, including complex phrases, and phrases and colons, and colons,
and commas in quotation marks sentences, clauses and clauses, dashes to set dashes, and
possessives compound in dialogue and transitions, semicolons semicolons, off phrases parentheses to
and commas sentences, and commas in and colons, and and clauses as set off phrases
in compound quotation compound and introductory parentheses appropriate and clauses as
sentences and marks in complex elements appropriate
items in a dialogue sentences
series
Strand 4

Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic rhyme characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such schemes; of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length types of including graphics, and
as stanzas in a that the poet between the in poems and in poems and word rhymes such stanzas, line dramatic

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variety of uses to create poet and the across a variety capitalization in across a variety position in as end, breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a internal, slant, and sound poetry across
poems across variety of such as epic, variety of and eye; and devices in literary time
a variety of poetic forms lyric, and poetic forms other poems across a periods and
poetic forms humorous conventions in variety of poetic cultures
poetry poems across forms
a variety of
poetic forms

Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and
across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
8(D) explain the 8(D) 8(D) 7(D) analyze 7(D) analyze how 7(D) explain 6(D) analyze how 6(D) analyze 6(D) analyze how 6(D) evaluate how
influence of the explain the analyze how the setting, the setting how the the setting how historical the historical, the historical,
setting on the influence the including influences setting influences the and cultural social, and social, and
plot. of the influence historical and character and influences the theme settings economic context economic context
of setting(s)
setting, of the cultural plot values and influence of setting(s)
influences the plot,
including setting, settings, development beliefs of characterization, influences the plot,
characterization,
historical including influences character. plot, and theme characterization, and theme
and historical character and across texts and theme
cultural and plot
settings, cultural development
on the plot settings,
on the plot

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Lesson 44: Grass
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:

10(D) describe 10(D) 10(D) 9(D) describe how the author’s 9(D) describe 8(D) analyze 8(D) analyze 8(D) evaluate 8(D) critique
how the describe describe use of figurative language such how the how the how the how the and evaluate
author’s use of how the how the as metaphor and personification author’s use of author’s use author’s use author’s use how the
imagery, literal author’s use author’s achieves specific purposes figurative of language of language of language author’s use
and figurative of imagery, use of language such achieves informs and informs and of language
language such literal and imagery, as extended specific shapes the shapes the informs and
as simile, and figurative literal and metaphor purposes perception of perception of shapes the
sound devices language figurative achieves readers readers perception of
such as such as language specific readers
onomatopoeia simile and such as purposes
achieves metaphor, simile and
specific and sound metaphor,
purposes devices and sound
such as devices
alliteration achieves
and specific
assonance purposes
achieves
specific
purposes

Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--literary elements. The student recognizes and analyzes literary elements within and
across increasingly complex traditional, contemporary, classical, and diverse literary texts. The student is expected to:
8(D) explain the 8(D) 8(D) 7(D) analyze 7(D) analyze how 7(D) explain 6(D) analyze how 6(D) analyze 6(D) analyze how 6(D) evaluate how
influence of the explain the analyze how the setting, the setting how the the setting how historical the historical, the historical,
setting on the influence the including influences setting influences the and cultural social, and social, and
plot. of the influence historical and character and influences the theme settings economic context economic context
of setting(s)
setting, of the cultural plot values and influence of setting(s)
influences the plot,
including setting, settings, development beliefs of characterization, influences the plot,
characterization,
historical including influences character. plot, and theme characterization, and theme
and historical character and across texts and theme
cultural and plot
settings, cultural development

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on the plot settings,
on the plot

Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

11(B) develop drafts into a focused, structured, 10(B) develop drafts into a focused, structured, (B) 9(B) develop drafts into a focused, structured, and coherent piece
and coherent piece of writing by: and coherent piece of writing by: of writing in timed and open-ended situations by:

(ii) developing an engaging idea (ii) developing (ii) (ii) (ii) (ii) developing an engaging idea (ii) developing an engaging idea
with relevant details an engaging developing an developing an developing an reflecting depth of thought with reflecting depth of thought with
idea engaging idea engaging idea engaging idea specific details, examples, and effective use of rhetorical devices,
reflecting reflecting reflecting reflecting commentary details, examples, and
depth of depth of depth of depth of commentary
thought with thought with thought with thought with
specific facts specific facts specific facts specific facts,
and details and details and details details and
examples

Sentence types are explicitly stated in K & 1st Grade:

Strand 6
Composition: listening, speaking, reading, writing, and thinking using multiple texts--writing process. The student uses the writing process recursively to compose multiple
texts that are legible and uses appropriate conventions. The student is expected to:

Kinder: 10(D) edit drafts using standard English conventions, including: 1st Grade: 11(D) edit drafts using standard English conventions,
including:
(viii) punctuation marks at the end of declarative sentences (ix) punctuation marks at the end of declarative, exclamatory, and
interrogative sentences

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Lesson 45: Sonnet 130
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic rhyme characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such schemes; of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length types of including graphics, and
as stanzas in a that the poet between the in poems and in poems and word rhymes such as stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in end, internal, breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a slant, and eye; and sound poetry across
poems across variety of such as epic, variety of and other devices in literary time
a variety of poetic forms lyric, and poetic forms conventions in poems across a periods and
poetic forms humorous poems across variety of poetic cultures
poetry a variety of forms
poetic forms
Strand 3
Response skills: listening, speaking, reading, writing, and thinking using multiple texts. The student responds to an increasingly challenging variety of sources that are read,
heard, or viewed. The student is expected to:

6(H) respond orally or in writing with appropriate 5(H) respond orally or in writing 5(H) respond 5(H) respond
register, vocabulary, tone, with appropriate register, orally orally
and voice vocabulary, tone, or in writing or in writing
and voice with with
appropriate appropriate
register register
and effective and purposeful
vocabulary, vocabulary,
tone, tone,
and voice and voice

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Lesson 46: Ozymandias
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic rhyme characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such schemes; of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length types of including graphics, and
as stanzas in a that the poet between the in poems and in poems and word rhymes such as stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in end, internal, breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a slant, and eye; and sound poetry across
poems across variety of such as epic, variety of and other devices in literary time
a variety of poetic forms lyric, and poetic forms conventions in poems across a periods and
poetic forms humorous poems across variety of poetic cultures
poetry a variety of forms
poetic forms
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(C) discuss 9(C) explain structure in drama 8(C) analyze how playwrights 8(C) analyze 7(C) analyze the function of 7(C) analyze 7(C) analyze
elements of such as character tags, acts, develop characters through how dramatic conventions such as how the and evaluate
drama such as scenes, and stage directions dialogue and staging playwrights asides, soliloquies, dramatic irony, relationships how the
characters, develop and satire among relationships
dialogue, dramatic action dramatic among the
setting, and through the elements dramatic
acts use of acts and advance the elements
scenes plot advance the
plot

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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own
products and performances. The student is expected to:
(G) identify and (G) identify and (G) explain the (G) explain the (G) explain the (G) explain the (G) explain the (G) analyze the (G) analyze the (G) analyze the
explain the use explain the use purpose of differences purpose of purpose of purpose of purpose of effects of effects of
of hyperbole of anecdote hyperbole, between rhetorical rhetorical rhetorical rhetorical rhetorical rhetorical
stereotyping, rhetorical devices such as devices such as devices such as devices such as devices and devices and
and anecdote devices and direct address analogy and understatement appeals, logical fallacies logical fallacies
logical fallacies and rhetorical juxtaposition and antithesis, on the way the on the way the
questions and and of logical overstatement parallelism, and text is read and text is read and
logical fallacies fallacies such as and the effect of shifts and the understood understood
such as loaded bandwagon logical fallacies effects of logical
language and appeals and such as straw fallacies
sweeping circular man and red
generalizations reasoning herring
arguments

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 Text Structures from Poetry
Lesson 47: Do Not Go Gentle into That Good Night
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain the 8(B) analyze the 8(B) analyze the 8(B) analyze the 7(B) analyze the 7(B) analyze the 7(B) analyze 7(B) analyze the
rhyme scheme, figurative use of sound effect of meter effect of rhyme effect of structure, effects of relationships effects of
sound devices, language such as devices and and structural scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
and structural simile, metaphor, figurative elements such and graphical elements such graphic schemes; types characteristics of figurative
elements such and language and as line breaks in elements such as punctuation elements such of rhymes such poetry, including language,
as stanzas in a personification distinguish poems across a as punctuation and line length as line length as end, internal, stanzas, line graphics, and
variety of that the poet between the variety of poetic and in poems across and word slant, and eye; breaks, speaker, dramatic
poems uses to create poet and the forms capitalization in a variety of position in and other and sound structure in
images speaker in poems across a poetic forms poems across a conventions in devices in poems poetry across
poems across a variety of poetic such as epic, variety of poetic poems across a across a variety literary time
variety of forms lyric, and forms variety of of poetic forms periods and
poetic forms humorous poetic forms cultures
poetry

Villanelle
A French verse form consisting of five three-line stanzas and a final quatrain, with the first and third lines of the first stanza repeating alternately in the
following stanzas. These two refrain lines form the final couplet in the quatrain.

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Lesson 48: I Saw in Louisiana a Live-Oak Growing
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 1
Developing and sustaining foundational language skills: listening, speaking, discussion, and thinking--oral language. The student develops oral language through listening,
speaking, and discussion. The student is expected to:
1(A) listen actively, ask relevant 1(A) listen 1(A) listen 1(A) listen 1(A) listen 1(A) engage in 1(A) engage in 1(A) engage in 1(A) engage in
questions to clarify information, actively to actively to actively to actively to meaningful and meaningful and meaningful and meaningful and
and make pertinent comments interpret verbal interpret a interpret a interpret a respectful respectful respectful respectful
and non-verbal message, ask message, ask message by discourse by discourse by discourse when discourse when
messages, ask clarifying clarifying summarizing, listening, listening evaluating the evaluating the
relevant questions, and questions that asking responding actively, clarity and clarity and
questions to respond build on others’ questions, and appropriately, responding coherence of a coherence of a
clarify appropriately ideas making and adjusting appropriately, speaker’s speaker’s
information, comments communication and adjusting message and message and
and make to audiences communication critiquing the critiquing the
pertinent and purposes to audiences impact of a impact of a
comments and purposes speaker’s use of speaker’s use of
diction and diction and
syntax syntax and
rhetorical
strategies
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(F) examine how the author's use of language 9(F) analyze how the author's use of language 8(F) analyze how the author's 8(F) evaluate 8(F) evaluate
contributes to voice contributes to the mood, voice, and tone diction and syntax contribute to how the how the
the mood, voice, and tone of a text author's diction author's
and syntax diction and
contribute to syntax
the mood, contribute to
voice, and tone the
of a text effectiveness
of a text

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 Text Structures from Poetry
Lesson 49: I Wandered Lonely As a Cloud
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:

10(D) describe 10(D) 10(D) 9(D) describe how the author’s 9(D) describe 8(D) analyze 8(D) analyze 8(D) evaluate 8(D) critique
how the describe describe use of figurative language such how the how the how the how the and evaluate
author’s use of how the how the as metaphor and personification author’s use of author’s use author’s use author’s use how the
imagery, literal author’s use author’s achieves specific purposes figurative of language of language of language author’s use
and figurative of imagery, use of language such achieves informs and informs and of language
language such literal and imagery, as extended specific shapes the shapes the informs and
as simile, and figurative literal and metaphor purposes perception of perception of shapes the
sound devices language figurative achieves readers readers perception of
such as such as language specific readers
onomatopoeia simile and such as purposes
achieves metaphor, simile and
specific and sound metaphor,
purposes devices and sound
such as devices
alliteration achieves
and specific
assonance purposes
achieves
specific
purposes

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 Text Structures from Poetry
Lesson 50: When You Are Old
Read
Grade Level TEKS
3 4 5 6 7 8 Eng. I Eng. II Eng. III Eng. IV
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:

9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze 8(B) analyze 7(B) analyze the 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of the effect of the effect of structure, the effects of relationships the effects of
scheme, language such sound devices meter and rhyme scheme, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural meter, and elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such graphical as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks elements such and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems as punctuation in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a and across a variety position in slant, and eye; breaks, structure in
poems images speaker in variety of capitalization in of poetic forms poems across a and other speaker, and poetry across
poems across poetic forms poems across a such as epic, variety of poetic conventions in sound devices literary time
a variety of variety of lyric, and forms poems across in poems across periods and
poetic forms poetic forms humorous a variety of a variety of cultures
poetry poetic forms poetic forms
Strand 5
Author's purpose and craft: listening, speaking, reading, writing, and thinking using multiple texts. The student uses critical inquiry to analyze the authors' choices and how
they influence and communicate meaning within a variety of texts. The student analyzes and applies author's craft purposefully in order to develop his or her own products
and performances. The student is expected to:
10(E) identify 10(E) identify and understand the 9(E) identify 9(E) identify 9(E) identify 8(E) analyze the 8(E) analyze 8(E) evaluate the use of literary
use of literary use of literary devices, including the use of the use of and analyze use of literary the use of devices such as paradox, satire
devices, first- or third-person point of view literary literary the use of devices such as literary and allegory image to achieve
including first- devices, devices, literary irony and devices such specific purposes
or third- including including devices, oxymoron to as irony,
person point omniscient subjective and including achieve specific sarcasm and
of view and limited objective multiple purposes motif to
point of view, point of view points of view achieve
to achieve a and irony specific
specific purposes
purpose

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10(G) 10(G) identify 10(G) explain 9(G) explain 9(G) explain 9(G) explain 8(G) explain the 8(G) analyze 8(G) analyze 8(G) analyze
identify and and explain the purpose the differences the purpose of the purpose of purpose of the purpose of the effects of the effects of
explain the the use of of hyperbole, between rhetorical rhetorical rhetorical rhetorical rhetorical rhetorical
use of anecdote stereotyping, rhetorical devices such as devices such as devices such as devices such as devices and devices and
hyperbole and devices and direct address analogy and understatement appeals, logical fallacies logical
anecdote logical fallacies and rhetorical juxtaposition and antithesis, on the way the fallacies on
questions and and of logical overstatement parallelism, text is read and the way the
logical fallacies fallacies such and the effect and shifts and understood text is read
such as loaded as bandwagon of logical the effects of and
language and appeals and fallacies such as logical fallacies understood
sweeping circular straw man and
generalizations reasoning red herring
arguments
Strand 4
Multiple genres: listening, speaking, reading, writing, and thinking using multiple texts--genres. The student recognizes and analyzes genre-specific characteristics, structures,
and purposes within and across increasingly complex traditional, contemporary, classical, and diverse texts. The student is expected to:
9(B) explain 9(B) explain 9(B) explain 8(B) analyze 8(B) analyze the 8(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze 7(B) analyze
rhyme figurative the use of the effect of effect of rhyme the effect of the structure, the effects of relationships the effects of
scheme, language such sound devices meter and scheme, meter, graphical prosody, and metrics; rhyme among sound, form,
sound devices, as simile, and figurative structural and graphical elements such graphic schemes; characteristics figurative
and structural metaphor, and language and elements such elements such as punctuation elements such types of of poetry, language,
elements such personification distinguish as line breaks as punctuation and line length as line length rhymes such as including graphics, and
as stanzas in a that the poet between the in poems and in poems and word end, internal, stanzas, line dramatic
variety of uses to create poet and the across a variety capitalization in across a variety position in slant, and eye; breaks, speaker, structure in
poems images speaker in of poetic forms poems across a of poetic forms poems across a and other and sound poetry across
poems across variety of such as epic, variety of conventions in devices in literary time
a variety of poetic forms lyric, and poetic forms poems across poems across a periods and
poetic forms humorous a variety of variety of poetic cultures
poetry poetic forms forms

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