English I Unit 11

Big Idea:

Utilize academic resources and become familiar with library databases in order to conduct research and correctly cite sources in an MLA formatted bibliography.

Student Expectations:

Priority TEKS

10 (A) explain shifts in perspective in arguments about the same topic and evaluate the accuracy of the evidence used to support the different viewpoints within those arguments; and

10(B) analyze contemporary political debates for such rhetorical and logical fallacies as appeals to commonly held opinions, false dilemmas, appeals to pity, and personal attacks.

11(A) evaluate text for the clarity of its graphics and its visual appeal; and

11(B) synthesize information from multiple graphical sources to draw conclusions about the ideas presented (e.g., maps, charts, schematics).

Focus TEKS

21(A) follow the research plan to compile data from authoritative sources in a manner that identifies the major issues and debates within the field of inquiry

21(B) organize information gathered from multiple sources to create a variety of graphics and forms (e.g., notes, learning logs)

21(C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number)

22(B) evaluate the relevance of information to the topic and determine the reliability, validity, and accuracy of sources (including Internet sources) by examining their authority and objectivity

22(C) critique the research process at each step to implement changes as the need occurs and is identified

23(A) marshals evidence in support of a clear thesis statement and related claims;

23(B) provides an analysis for the audience that reflects a logical progression of ideas and a clearly stated point of view;

23(C) uses graphics and illustrations to help explain concepts where appropriate;

23(D) uses a variety of evaluative tools (e.g., self-made rubrics, peer reviews, teacher and expert evaluations) to examine the quality of the research; and

23(E) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials.

Ongoing TEKS

19(B) [Readiness] make complex inferences about text and use textual evidence to support understanding.

1(A) [Supporting] determine the meaning of grade‐level technical academic English words in multiple content areas (e.g., science, mathematics, social studies, the arts) derived from Latin, Greek, or other linguistic roots and affixes

1(B) [Readiness] analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words

1(E) [Readiness] 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

13(B) [Readiness] structure ideas in a sustained and persuasive way (e.g., using outlines, note taking, graphic organizers, lists) and develop drafts in timed and open‐ ended situations that include transitions and the rhetorical devices used to convey meaning

15(A) [Readiness] write an [analytical] essay of sufficient length that includes:

(i) effective introductory and concluding paragraphs and a variety of sentence structures

(ii) rhetorical devices, and transitions between paragraphs

(iii) a controlling idea or thesis

(iv) an organizing structure appropriate to purpose, audience, and context

(v) relevant information and valid inferences

15(C) [Supporting] write an interpretive response to an expository or a literary text (e.g., essay or review) that:

(i) extends beyond a summary and literal analysis

(ii) addresses the writing skills for an analytical essay and provides evidence from the text using embedded quotations

(iii) analyzes the aesthetic effects of an author’s use of stylistic or rhetorical devices

1(C) infer word meaning through the identification and analysis of analogies and other word relationships;

1(D) show the relationship between the origins and meaning of foreign words or phrases used frequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d'état); and

24(A) listen responsively to a speaker by taking notes that summarize, synthesize, or highlight the speaker's ideas for critical reflection and by asking questions related to the content for clarification and elaboration;

24(B) follow and give complex oral instructions to perform specific tasks, answer questions, solve problems, and complete processes; and

24(C) evaluate how the style and structure of a speech support or undermine its purpose or meaning.

25 Listening and Speaking/Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to advance a coherent argument that incorporates a clear thesis and a logical progression of valid evidence from reliable sources and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

26 Listening and Speaking/Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, building on the ideas of others, contributing relevant information, developing a plan for consensus-building, and setting ground rules for decision-making.

Student Learning Targets:

• I will access and evaluate academic sources through a database or discovery tool.
• I will evaluate the reliability of sources.
• I will accurately cite researched sources.
• I will follow a research plan and compile data from sources in order to support a position.
• I will use a spreadsheet to organize the information compiled and determine a position on a specified topic.

Essential Questions:

• Which resources do students utilize to locate relevant, authoritative sources?
• How do students validate the credibility of a source?
• Do students understand the necessity of citing sources, and can cite them accurately?
• How do the student’s plan and compiled data support a position?
• In what way does the information compiled support the student’s chosen position on the given topic?

Extra Information:

Adopted Textbook: Texas Treasures - Course 4, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center