Writing/Literary Texts
Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students are expected to: | |
|K.18A |1.18A |2.18A |
|(A) write sentences to tell a story and put the |(A) write brief stories that include a |(A) write brief stories that include a |
|sentences in chronological sequence |beginning, middle, and end |beginning, middle, and end |
|SENTENCES TO TELL A |BRIEF STORIES THAT INCLUDE A BEGINNING, MIDDLE, |BRIEF STORIES THAT INCLUDE A BEGINNING, MIDDLE, |
|STORY AND PUT THE SENTENCES IN |AND END |AND END |
|CHRONOLOGICAL SEQUENCES |Including, but not limited to: |Including, but not limited to: |
| |• Write about personal experiences |• Write about personal experiences |
|Chronological order - time order in which |• Demonstrate appropriate voice by revealing |• Demonstrate appropriate voice by revealing |
|events/ideas occur |individuality and authenticity |individuality and authenticity |
Real/Imaginary Story TEKS
|Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students|
|are expected to: |
|3.18A |4.16A |5.16A |
|(A) write imaginative stories that build |(A)Write imaginative stories that build the|(A) write imaginative stories that include: |
|the plot to a climax and contain details |plot to a climax and contain details about |(i) a clearly defined focus, plot, and point of view; |
|about the characters and setting |the characters and settings. |(ii) a specific, believable setting created through the use|
| | |of sensory details; and |
| | |(iii) dialogue that develops the story |
| | | |
|IMAGINATIVE STORIES THAT BUILD THE PLOT TO |IMAGINATIVE STORIES THAT BUILD THE PLOT TO |IMAGINATIVE STORIES THAT INCLUDE |
|A CLIMAX AND CONTAIN DETAILS ABOUT THE |A CLIMAX AND CONTAIN DETAILS ABOUT THE | |
|CHARACTERS AND SETTINGS |CHARACTERS AND SETTINGS |(i) a clearly defined focus, plot, and point of view |
|Including, but not limited to: |Including, but not limited to: |Point of view - the perspective from which the events in the|
|• Components of plot |• Components of plot |story are told the |
|• Characters (physical traits, feelings, |• Characters (physical traits, feelings, |vantage point or stance |
|and personality, actions, and reasons for |and personality, actions, and reasons for |Plot - the basic sequence of events in a story (includes |
|actions) |actions) |problem and solution) |
| | | |
|Purpose for setting: |Purpose for setting: |(ii) a specific, believable setting created through the use |
|• Create problems for characters |• Create problems for characters |of sensory details |
|• Develop a plot |• Develop a plot |Setting - time and place in which a narrative occurs (past, |
|• Better understand the characters and |• Better understand the characters and |future, present, real, or imaginary place) |
|their conflicts |their conflicts |Purpose for setting: |
|Plot - the basic sequence of events in a |Plot - the basic sequence of events in a |• Create problems for characters |
|story (includes problem and solution) |story (includes problem and solution) |• Develop a plot |
| | |• Understand the characters and their conflicts |
| | | |
| | |(iii) dialogue that develops the story |
| | |Including, but not limited to: |
| | |• Tells about the characters |
| | |• Tells about the relationships among the characters |
| | |Dialogue - the lines spoken between characters in fiction or|
| | |a play |
|Writing/Literary Texts. Students write literary texts to express their ideas and feelings about real or imagined people, events, and ideas. Students|
|are expected to: |
|6.15A |7.15A |8.15A |
|(A) write imaginative stories that include: |(A) write an imaginative story that: |A) write an imaginative story that: |
|(i) a clearly defined focus, plot, and point of |(i) sustains reader interest; |(i) sustains reader interest; |
|view; |(ii) includes well-paced action and an engaging |(ii) includes well-paced action and an engaging |
|(ii) a specific, believable setting created |story line; |story line; |
|through the use of sensory details; |(iii) creates a specific, believable setting |(iii) creates a specific, believable setting |
|(iii) dialogue that develops the story |through the use of sensory details; |through the use of sensory details; |
| |(iv) develops interesting characters; |(iv) develops interesting characters; |
| |(v) uses a range of literary strategies and |(v) uses a range of literary strategies and |
| |devices to enhance the style and tone |devices to enhance the style and tone |
|IMAGINATIVE STORIES THAT INCLUDE |AN IMAGINATIVE STORY THAT |AN IMAGINATIVE STORY THAT |
|(i) a clearly defined focus, plot, and point of |(i)sustains reader interest |(i)sustains reader interest |
|view |(ii) includes well-paced action and an engaging |(ii) includes well-paced action and an engaging |
|Plot - the basic sequence of events in a story. |story line |story line |
|In conventional stories, plot has three parts: |(iii) creates a specific, believable setting |(iii) creates a specific, believable setting |
|rising action, climax, and falling action. |through the use of sensory details |through the use of sensory details |
|Components of Plot: |Purpose for setting |Purpose for setting |
|• Exposition - (can introduce problem) - |• Create problems for characters |• Create problems for characters |
|information needed to understand the story |• Develop a plot |• Develop a plot |
|(background information), may include the |• Better understand the characters and their |• Better understand the characters and their |
|narrator and point of view |conflicts |conflicts |
|• Narrative hook - inciting incident; |Setting - the time and place in which a narrative|Setting - the time and place in which a narrative|
|introduction of the conflict or the story problem|occurs |occurs |
|• Rising action/problem/conflict – builds on the |(iv) develops interesting characters |(iv) develops interesting characters |
|problem- events leading up to the climax- |Including, but not limited to: |Including, but not limited to: |
|obstacles- highest point of |• Physical traits |• Physical traits |
|interest |• Dialect |• Dialect |
|• Turning point/climax - decide to deal with the |• Feelings |• Tells about the characters |
|problem- turning point- when the character tries |• Personality |• Feelings |
|to resolve the |• Actions |• Personality |
|complication/ problem (complication tension |• Reasons for actions |• Actions |
|between the opposing forces)- |• Changes in characters |• Reasons for actions |
|the action that occurs when the |(v) uses a range of literary strategies and |• Changes in characters |
|problem is about to be solved |devices to enhance the style and tone |(v) uses a range of literary strategies and |
|• Falling action - events that solve |Examples of literary strategies and devices: |devices to enhance the style and tone |
|problem- leading to the solution |•Sensory detail |Examples of literary strategies and devices: |
|• Denouement/Resolution-Closure - events that |• Use of literal and non-literal meaning |•Sensory detail |
|bring the story to a close |• Simile |• Use of literal and non-literal meaning |
|Point of view - the perspective from which the |• Metaphor |• Simile |
|events in the story are told |• Imagery |• Metaphor |
|(ii) a specific, believable setting created |• Personification |• Imagery |
|through the use of sensory details |• Hyperbole |• Personification |
|Purpose for setting |• Irony |• Hyperbole |
|• Create problems for characters |• Oxymoron |• Irony |
|• Develop a plot |• Pun |• Oxymoron |
|• Better understand the characters and their |Tone - the author’s particular attitude, either |• Pun |
|conflicts |stated or implied in the writing |Tone - the author’s particular attitude, either |
|Setting - the time and place in which a narrative|Style - the way something is written, in contrast|stated or implied in the writing |
|occurs |to its content. (e.g., Hemingway’s writing style |Style - the way something is written, in contrast|
|(iii) dialogue that develops the story |is terse, |to its content. (e.g., Hemingway’s writing style |
|Including, but not limited to: |blunt, and conversational.) |is terse, |
|• Tells about the characters |It is the manner of expression of the writer |blunt, and conversational.) |
|• Tells about the relationships between the |produced by choice of words, grammatical |It is the manner of expression of the writer |
|characters |structures, literary devices, and all the |produced by choice of words, grammatical |
|Dialogue - a conversation between two or more |possible parts of language use. |structures, literary devices, and all the |
|characters- what the characters say |Style is more about how it is written than what |possible parts of language use. |
| |is written. |Style is more about how it is written than what |
| | |is written. |
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