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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