English II Unit 7

Big Idea:

Student Expectations:

Focus TEKS

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

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

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

18(A)[Readiness] use conventions of capitalization

Ongoing TEKS

16[Supporting] write an argumentative essay to the appropriate audience that includes:

(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence

(D) an organizing structure appropriate to the purpose, audience, and context

(E) an analysis of the relative value of specific data, facts, and ideas

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

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.

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

(i) more complex active and passive tenses and verbals

(ii) restrictive and nonrestrictive relative clauses

(iii) reciprocal pronouns

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

18(B)[Readiness] use correct punctuation marks

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

(ii) quotation marks to indicate sarcasm or irony

(iii) dashes to emphasize parenthetical information

Learning Targets:

• Read and revise sentences to add to the relevance of the paragraphs.
• Make sure the essay includes a thesis statement and topic sentences.
• Check the essay for flow and any unneeded or out of order statements.
• Make sure the essay includes logical reasons, specific examples, or anecdotes
• Edit for correct punctuation, capitalization, and sentence structure.

Essential Questions:

• How do you know that your arguments are logical and are based on truths?
• Are there any grammatical mistakes that change the meaning of a sentence or paragraph and how can you fix these mistakes?
• Is the thesis easy to find and if not what can you do to fix the problem?
• Does the paper flow and what tools are used to persuade the reader?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center