English III Unit 2

Big Idea:

Analyze non-fiction literature to identify tone, purpose, and theme and create rhetorical essay

Using the following:

• Sinners in the hands of an angry God
• Common Sense
• Declaration of Independence

Student Expectations:

Priority TEKS

E3.13(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

E3.13(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 to convey meaning

E3.13(C) revise drafts to clarify meaning and achieve specific rhetorical purposes, consistency of tone, and logical organization by rearranging the words, sentences, and paragraphs to employ tropes (e.g., metaphors, similes, analogies, hyperbole, understatement, rhetorical questions, irony), schemes (e.g., parallelism, antithesis, inverted word order, repetition, reversed structures), and by adding transitional words and phrases

E3.13(D) edit drafts for grammar, mechanics, and spelling

E3.13(E) revise final draft in response to feedback from peers and teacher and publish written work for appropriate audiences

Focus TEKS

E3.6(A) analyze how rhetorical techniques (e.g., repetition, parallel structure, understatement, overstatement) in literary essays, true life adventures, and historically important speeches influence the reader, evoke emotions, and create meaning

E3.10(A) evaluate how the author’s purpose and stated or perceived audience affect the tone of persuasive texts

E3.15(D) produce a multimedia presentation (e.g. documentary, class newspaper, docudrama, infomercial, visual or textual parodies, theatrical production) with graphics, images, and sound that appeals to a specific audience and sythesizes information from multiple points of view.

Ongoing TEKS

E3.1(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

E3.1(B) analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words

E3.1(C) infer word meaning through the identification and analysis of analogies and other word relationships

E3.1(D) synthesize ideas and make logical connections (e.g., thematic links, author analyses) between and among multiple texts representing similar or different genres and technical sources and support those findings with textual evidence

E3.1(E) use general and specialized dictionaries, thesauri, glossaries, histories of language, books of quotations, and other related references (printed or electronic) as needed

E3.8(A) analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance

E3.17(A) use and understand the function of different types of clauses and phrases (e.g., adjectival, noun, adverbial clauses and phrases)

E3.17(B) use a variety of correctly structured sentences (e.g., compound, complex, compound-complex)

E3.18(A) correctly and consistently use conventions of punctuation and capitalization

E3.19(A) spell correctly, including using various resources to determine and check correct spellings

E3.24(A) listen responsively to a speaker by framing inquiries that reflect an understanding of the content and by identifying the positions taken and the evidence in support of those positions; and

E3.24(B) evaluate the clarity and coherence of a speaker's message and critique the impact of a speaker's diction and syntax on an audience.

E3 (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 give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.

E3 (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, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.

Learning Targets:

• Identify tone, theme, and purpose of a passage.
• Expand understanding of historical documents as pieces of literature.
• Provide textual evidence from the passage to support evaluation of conclusion.
• Expand use of assertion, prove, and explain.

Essential Questions:

• How do authors create tone? How does tone contribute to overall meaning (theme)?
• What is the author’s rhetorical purpose?
• What rhetorical elements do authors/speakers use to convey meaning? How do these elements contribute to a particularly “American” style of writing/speaking?

Extra Information:

Adopted Textbook: Texas Treasures - American Literature, McGraw-Hill

District Grading Policy

Texas Gateway Online Resource Center