English III Unit 5

Big Idea:

Analyze use of persuasive techniques and the sequencing of factual and literary details within a specified historical context and provide evidence to support understanding.

Using the following:

• The Transcendentalists
• current longform journalism

Student Expectations:

Priority TEKS

E3.(6) Reading/Comprehension of Literary Text/Literary Nonfiction. Students understand, make inferences and draw conclusions about the varied structural patterns and features of literary nonfiction and provide evidence from text to support their understanding. Students are expected to 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.

E3.9(A) summarize a text in a manner that captures the author's viewpoint, its main ideas, and its elements without taking a position or expressing an opinion;

E3.9(B) distinguish between inductive and deductive reasoning and analyze the elements of deductively and inductively reasoned texts and the different ways conclusions are supported;

E3.9(C) make and defend subtle inferences and complex conclusions about the ideas in text and their organizational patterns; and

E3.9(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.

E3.11(A) evaluate the logic of the sequence of information presented in text (e.g., product support material, contracts); and

E3.16(A) a clear thesis or position based on logical reasons supported by precise and relevant evidence, including facts, expert opinions, quotations, and/or expressions of commonly accepted beliefs;

E3.16(B) accurate and honest representation of divergent views (i.e., in the author's own words and not out of context);

E3.16(C) an organizing structure appropriate to the purpose, audience, and context;

E3.16(D) information on the complete range of relevant perspectives;

E3.16(E) demonstrated consideration of the validity and reliability of all primary and secondary sources used; and

E3.16(F) language attentively crafted to move a disinterested or opposed audience, using specific rhetorical devices to back up assertions (e.g., appeals to logic, emotions, ethical beliefs).

Focus TEKS

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

E3.11(B) translate (from text to graphic or from graphic to text) complex, factual, quantitative, or technical information presented in maps, charts, illustrations, graphs, timelines, tables, and diagrams

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; and

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

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:

• Analyze the historical context of the piece and its effect on the audience.
• Identify and analyze the author’s rhetorical purpose.
• Examine the relationship between the overall construction of the piece (i.e. the sequencing, syntax, diction, etc.) and the author’s purpose.
• Analyze the effectiveness of the author’s argument.

Essential Questions:

• How does the historical climate affect author’s purpose?
• How are rhetorical devices used to achieve an author’s purpose?
• How does form contribute to meaning?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center