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Hyperlinks are for content teachers
Hyperlinks are for content teachers
Big Idea:
Big Idea:
Analyze, make inferences and draw conclusions about persuasive text and provides evidence from text to support their analysis.
Student Expectations:
Student Expectations:
Priority TEKS
Priority TEKS
- 8.5 E: make connections to personal experiences, ideas in other texts, and society
- 8.8 Di the controlling idea or thesis with supporting evidence
- 8.8 E: analyze characteristics and structures of argumentative text
- 8.8 E (i): identify the claim and analyze the argument
- 8.8 E (ii) identify and explain the counter argument
- 8.9 G: explain the purpose of rhetorical devices such as analogy and juxtaposition and of logical fallacies such as bandwagon appeals and circular reasoning
- 8.11 C: compose multi-paragraph argumentative texts using genre characteristics and craft
- 8.11 D compose correspondence that reflects an opinion, registers a complaint, or requests information in a business or friendly structure
Focus TEKS
Focus TEKS
- 8.5 C: make, correct, or confirm predictions using text features, characteristics of genre, and structures
- 8.5 G: evaluate details read to determine key ideas
- 8.5 B: generate questions about text before, during, and after reading to deepen understanding and gain information
- 8.6 E: interact with sources in meaningful ways such as notetaking, annotating, freewriting, or illustrating
- 8.6 I: reflect on and adjust responses as new evidence is presented
- 8.6 J: defend or challenge the author’s claims using relevant text evidence
- 8.8 D (iii): analyze multiple organizational patterns within a text to develop the thesis
- 8.8 E (iii): identifying the intended audience and reader
- 8.8 F: analyze characteristics of multimodal and digital texts
- 8.9 C: analyze the author’s use of print and graphic features to achieve specific purposes
Ongoing TEKS
Ongoing TEKS
- 8.1 A: listen actively to interpret a message by summarizing, asking questions, and making comments
- 8.1 B: follow and give complex oral instructions to perform specific tasks, answer questions, or solve problems
- 8.1 D: participate collaboratively in discussions, pan agendas with clear goals and deadlines, set time limits for speakers, take notes, and vote on key issues
- 8.2 A: use print or digital resources to determine the meaning, syllabication, pronunciation, word origin, and part of speech
- 8.2 B: use context within or beyond a paragraph to clarify the meaning of unfamiliar of ambiguous words
- 8.2 C: determine the meaning and usage of grade-level academic English words derived from Greek and Latin roost such as ast, qui, path, mand/mend, and duc
- 8.5 I: monitor comprehension and make adjustments such as re-reading, using background knowledge, asking questions, and annotating when understanding breaks down
- 8.5 A: establish purpose for reading assigned and self-selected texts
- 8.5 H: synthesize information to create new understanding
- 8.6 B: write responses that demonstrate understanding of texts, including comparing sources within and across genres
- 8.6 C: use text evidence to support an appropriate response
- 8.10 A: plan a first draft by selecting a genre appropriate for a particular topic, purpose, and audience using a range of strategies such as discussion, background reading, and personal interests
- 8.10 B: develop drafts a focused, structured, and coherent piece of writing
- 8.10 B (i): organizing with purposeful structure, including an introduction, transitions, coherence within and across paragraphs, and a conclusion
- 8.10 B (ii): developing an engaging idea reflecting depth of thought with specific facts, details, and examples
- 8.10 C: revise drafts for clarity, development, organization, style, word choice, and sentence variety
- 8.10 D: edit drafts using standard English conventions
- 8.10 D (i): complete complex sentences with subject-verb agreement and avoidance of splices, run-ons, and fragments
- 8.10 D (ii): consistent, appropriate use of verb tenses and active and passive voice
- 8.10 D (iii): prepositions and prepositional phrases and their influence on subject-verb agreement
- 8.10 D (iv): pronoun-antecedent agreement
- 8.10 D (v): correct capitalization
- 8.10 D (vi): punctuation, including commas in nonrestrictive phrases and clauses, semicolons, colons, and parentheses
- 8.10 D (vii): correct spelling, including commonly confused terms such as its/it’s, affect/effect, there/their/they’re, and to/two/too
- 8.10 E: publish written work for appropriate audiences
Student Learning Targets:
Student Learning Targets:
Essential Questions:
Essential Questions:
Extra Information:
Extra Information:
Adopted Textbook: Pearson, Prentice Hall Literature
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