English II Unit 6

Big Idea:

Write persuasive texts to influence the attitudes or actions of a specific audience on specific issues.

Student Expectations:

Priority TEKS

16(A)[Readiness] argument includes a clear thesis or position based on logical reasons supported by precise and relevant evidence

16(B)[Readiness] consideration of the whole range of information and views on the topic and accurate and honest representation of these views (i.e., in the author’s own words and not out of context)

13(B)[Readiness] structure ideas in a sustained and persuasive way (e.g., 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

Focus TEKS

15(A)[Supporting] 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; and

(v) relevant information and valid inferences;

(vi) distinctions about the relative value of specific data, facts, and ideas that support the thesis statement

16(C)[Readiness] counter arguments based on evidence to anticipate and address objections

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

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

16(F)[Readiness] a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).

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:

• Brainstorm arguments using current knowledge to create a clear position in a persuasive essay
• Create a thesis and structure ideas in a sustained way in order to answer a persuasive prompt
• Use an outline to focus ideas in a logical manner
• Plan a first draft and convey the intended meaning for multiple audiences
• Revise drafts for style, word choice, language and meaning.
• Edit drafts for grammar, mechanics and spelling
• Write final draft and publish.

Essential Questions:

• Does your paper answer the corresponding prompt?
• How can you explain how your reasons are logical and can you provide examples to back up your argument?
• How do you describe the parts necessary for a paper to be considered complete?
• How can you explain why the audience of the essay understand how this argument affects them after reading your argument?
• After using the checklist, does your paper flow and provide an effective argument to persuade?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center