English I Unit 2

Big Idea:

Determine, locate, and explore relevant resources addressing a research question and synthesize collected information and publish findings in a persuasive essay.

Student Expectations:

Priority TEKS

EI.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

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

EI.21(B) [Supporting] organize information gathered from multiple sources to create a variety of graphics and forms

Focus TEKS

EI.22(B) [Supporting] 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

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

EI.22(A) modify the major research question as necessary to refocus the research plan

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

EI.20(A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic

EI.20(B) formulate a plan for engaging in research on a complex, multi-faceted topic

EI.16(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence

EI.16(B) consideration of the whole range of information and views on the topic and accurate and honest representation of these views

EI.16(C) counter-arguments based on evidence to anticipate and address objections

EI.16(D) [Supporting] an organizing structure appropriate to the purpose, audience, and context

EI.16(E) [Supporting] an analysis of the relative value of specific data, facts, and ideas

Ongoing TEKS

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

EI.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

EI.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

EI.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

EI.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

EI.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

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

EI.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

EI.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;

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

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

EI.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.

EI.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 use library resources to gather information
• I will answer a prompt using research and create a hypothesis
• I will use the information gathered to prove your hypothesis
• I will create and present findings to an audience

Essential Questions:

• How does your research help you create your hypothesis?
• How can you explain the method that you used to put your ideas together?
• List off the resources that you went through and explain how you narrowed the information?
• How can you describe the presentation plan that you used to present to your audience?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center