English II Unit 2

Big Idea:

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

Student Expectations:

Priority TEKS

8(A)[Readiness] analyze the controlling idea and specific purpose of a passage and the textual elements that support and elaborate it, including both the most important details and the less important details

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

Focus TEKS

9(A)[Readiness] summarize text and distinguish between a summary and a critique and identify non-essential information in a summary and unsubstantiated opinions in a critique

9(B)[Supporting] distinguish among different kinds of evidence(e.g., logical, empirical, anecdotal) used to support conclusions and arguments in texts

9(D)[Supporting] 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.

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

10(B)[Supporting] 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)[Supporting] evaluate text for the clarity of its graphics and its visual appeal;

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

Ongoing TEKS

13(A)[Supporting] 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(C)[Supporting] 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)[Supporting] edit drafts for grammar, mechanics, and spelling

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

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:

• Summarize important information using the BME method.
• Determine the difference between fact and opinion in text.
• Make connections between differing opinions on the same topic from different viewpoints.
• Find the most important information in graphic images and decipher the information presented.
• Find the main idea or author’s purpose of the expository text.

Essential Questions:

• How can we explain the controlling idea of the selection and give textual evidence as a basis for your conclusion?
• How do you differentiate between substantiated and unsubstantiated claims in this piece?
• How can you evaluate the accuracy of differing viewpoints within the same argument?
• What strategies can you use to find the main idea of an article?
• Why is it important to know the author’s purpose in informational text?

Extra Information:

Adopted Textbook: Texas Treasures - Course 5, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center