English II Unit 11

Big Idea:

Determine, locate, and explore relevant resources addressing a research question and synthesize collected information to present findings.

Student Expectations:

Priority TEKS

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

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

Focus TEKS

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

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

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

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

15(D) produce a multimedia presentation (e.g., documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that conveys a distinctive point of view and appeals to a specific audience.

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

20(B)[Supporting] formulate a plan for engaging in research on a complex, multi-faceted topic

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; and

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

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

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

Ongoing TEKS

1(A) 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) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words;

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

1(E) 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.

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.

Learning Targets:

• Use library resources to gather information
• Answer a prompt using research and create a hypothesis
• Use the information gathered to prove your hypothesis
• 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 5, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center