English I Unit 3

Big Idea:

Make inferences and draw conclusions about expository text and nonfiction and provide evidence from text to support their understanding.

Student Expectations:

Priority TEKS

EI.9(A) [Readiness] summarize text and distinguish between a summary that captures the main ideas and elements of a text and a critique that takes a position and expresses an opinion

EI.9(C) [Readiness] make subtle inferences and draw conclusions about the ideas in text and their organizational patterns.

EI.6 [Supporting] understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support understanding

Focus TEKS

EI.9(B) [Supporting] differentiate between opinions that are substantiated and unsubstantiated in the text

EI.8(A) [Readiness] explain the controlling idea and specific purpose of an expository text and distinguish the most important from the less important details that support the author’s purpose

EI.9(D) synthesize and make logical connections between ideas and details in several texts selected to reflect a range of viewpoints on the same topic and support those findings with textual evidence.

EI.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

EI.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.

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

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

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(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.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.1C) 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 summarize important information using the Beginning-Middle-End method.
• I will determine the difference between fact and opinion in text.
• I will make connections between differing opinions on the same topic from different viewpoints.
• I will find the most important information in graphic images and decipher the information presented.
• I will find the main idea or author’s purpose of the nonfiction text.

Essential Questions:

• How do you explain the difference between a summary and a critique?
• How do you differentiate fact from opinion in informational text?
• What kinds of presentations make expository text easier to understand?
• What strategies can you use to find the main idea of a nonfiction text?
• Why is it important to know the author’s purpose in nonfiction?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center