Critical Thinking Activities In Patterns Imagery Logic

Critical Thinking Activities In Patterns Imagery Logic-40
There is so much information available to us in this world that we don't know what is true and what is not.That's why it's important for students to analyze, think effectively, and understand that not everything is black and white.Students are expected to explain how dramatic conventions (e.g., monologues, soliloquies, dramatic irony) enhance dramatic text.

There is so much information available to us in this world that we don't know what is true and what is not.That's why it's important for students to analyze, think effectively, and understand that not everything is black and white.

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Students are expected to: (A) analyze how the genre of texts with similar themes shapes meaning; (B) analyze the influence of mythic, classical and traditional literature on 20th and 21st century literature; and (C) relate the figurative language of a literary work to its historical and cultural setting. Students understand, make inferences and draw conclusions about the structure and elements of poetry and provide evidence from text to support their understanding.

Students are expected to analyze the effects of diction and imagery (e.g., controlling images, figurative language, understatement, overstatement, irony, paradox) in poetry. Students understand, make inferences and draw conclusions about the structure and elements of drama and provide evidence from text to support their understanding.

(2) Reading/Comprehension of Literary Text/Theme and Genre.

Students analyze, make inferences and draw conclusions about theme and genre in different cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding.

(B) For ELLs, comprehension of texts requires additional scaffolds to support comprehensible input.

ELL students should use the knowledge of their first language (e.g., cognates) to further vocabulary development. Implementation of Texas Essential Knowledge and Skills for English Language Arts and Reading, High School, Beginning with School Year 2009-2010.(a) The provisions of 110.31-110.34 of this subchapter shall be implemented by school districts beginning with the 2009-2010 school year.However, English language learners' abilities to meet these standards will be influenced by their proficiency in English.While English language learners can analyze, synthesize, and evaluate, their level of English proficiency may impede their ability to demonstrate this knowledge during the initial stages of English language acquisition.Reading instruction that enhances ELL's ability to decode unfamiliar words and to make sense of those words in context will expedite their ability to make sense of what they read and learn from reading.Additionally, developing fluency, spelling, and grammatical conventions of academic language must be done in meaningful contexts and not in isolation.(4) To meet Texas Education Code, 28.002(h), which states, "... Students understand new vocabulary and use it when reading and writing.each school district shall foster the continuation of the tradition of teaching United States and Texas history and the free enterprise system in regular subject matter and in reading courses and in the adoption of textbooks," students will be provided oral and written narratives as well as other informational texts that can help them to become thoughtful, active citizens who appreciate the basic democratic values of our state and nation. Students are expected to: (A) or other linguistic roots and affixes; (B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words; (C) produce analogies that describe a function of an object or its description; (D) describe the origins and meanings of foreign words or phrases used frequently in written English (e.g., ); and (E) use a dictionary, a glossary, or a thesaurus (printed or electronic) to determine or confirm the meanings of words and phrases, including their connotations and denotations, and their etymology.Vocabulary needs to be taught in the context of connected discourse so that language is meaningful.ELLs must learn how rhetorical devices in English differ from those in their native language.


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