English I Unit 6

Big Idea:

Investigate an idea, gather supporting evidence, and present a point of view on a specific topic by using the writing process to compose an expository essay.

Student Expectations:

Priority TEKS

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

Focus TEKS

13(A) plan a first draft by selecting the correct genre for conveying the intended meaning to multiple audiences, determining appropriate topics through a range of strategies (e.g., discussion, background reading, personal interests, interviews), and developing a thesis or controlling idea;

13(B) 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 rhetorical devices used to convey meaning;

13(C) revise drafts to improve style, word choice, figurative language, sentence variety, and subtlety of meaning after rethinking how well questions of purpose, audience, and genre have been addressed;

13(D) edit drafts for grammar, mechanics, and spelling; and

13(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences.

Ongoing TEKS

17(A) use and understand the function of the following parts of speech in the context of reading, writing, and speaking:

(i) more complex active and passive tenses and verbals (gerunds, infinitives, participles);

(ii) restrictive and nonrestrictive relative clauses; and

(iii) reciprocal pronouns (e.g., each other, one another);

17(B) identify and use the subjunctive mood to express doubts, wishes, and possibilities; and

17(C) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex).

18 (A) use conventions of capitalization; and

18(B) use correct punctuation marks including:

(i) comma placement in nonrestrictive phrases, clauses, and contrasting expressions;

(ii) quotation marks to indicate sarcasm or irony; and

(iii) dashes to emphasize parenthetical information.

19 spell correctly, including using various resources to determine and check correct spellings.

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

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 brainstorm relevant knowledge to create a clear thesis.
• I will create a thesis and structure ideas in sustained way in order to answer prompt.
• I will use outline to focus ideas in logical manner.
• I will plan a first draft and convey intended meaning.
• I will revise drafts for style, word choice, language, and meaning.
• I will edit drafts for grammar, mechanics and spelling.
• I will write final draft and publish.

Essential Questions:

• Does paper answer corresponding prompt?
• Is your thesis clear and easy to find within your piece?
• Are your examples logical, and do they support your thesis?
• How do you describe the parts necessary in order for a paper to be considered complete?
• Is organization of paper logical - are there transitions between ideas, and is it easy to follow?
• After using the checklist, does your paper flow and provide an effective answer to the prompt?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center