English III Unit 8

Big Idea:

Create a biographical presentation that details an American author’s life and works based on independent research.

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; and

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

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 synthesizes information from multiple points of view.

E3.21 (A) follow the research plan to gather evidence from experts on the topic and texts written for informed audiences in the field, distinguishing between reliable and unreliable sources and avoiding over-reliance on one source;

E3.21 (B) systematically organize relevant and accurate information to support central ideas, concepts, and themes, outline ideas into conceptual maps/timelines, and separate factual data from complex inferences; and

E3.21 (C) paraphrase, summarize, quote, and accurately cite all researched information according to a standard format (e.g., author, title, page number), differentiating among primary, secondary, and other sources.

E3.23 (A) provides an analysis that supports and develops personal opinions, as opposed to simply restating existing information;

E3.23(B) uses a variety of formats and rhetorical strategies to argue for the thesis;

E3.23(C) develops an argument that incorporates the complexities of and discrepancies in information from multiple sources and perspectives while anticipating and refuting counter-arguments;

E3.23(D) uses a style manual (e.g., Modern Language Association, Chicago Manual of Style) to document sources and format written materials; and

E3.23(E) is of sufficient length and complexity to address the topic.

Focus TEKS

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.

E3.12 (A) evaluate how messages presented in media reflect social and cultural views in ways different from traditional texts;

E3.12 (B) evaluate the interactions of different techniques (e.g., layout, pictures, typeface in print media, images, text, sound in electronic journalism) used in multi-layered media;

E3.12 (C) evaluate the objectivity of coverage of the same event in various types of media; and

E3.12 (D) evaluate changes in formality and tone across various media for different audiences and purposes.

E3.20 (A) brainstorm, consult with others, decide upon a topic, and formulate a major research question to address the major research topic; and

E3.20 (B) formulate a plan for engaging in in-depth research on a complex, multi-faceted topic.

E3.22 (A) modify the major research question as necessary to refocus the research plan;

E3.22 (B) differentiate between theories and the evidence that supports them and determine whether the evidence found is weak or strong and how that evidence helps create a cogent argument; and

E3.22 (C) critique the research process at each step to implement changes as the need occurs and is identified.

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 analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to 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); and

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

E3.18 write legibly and use appropriate capitalization and punctuation conventions in their compositions. Students are expected to correctly and consistently use conventions of punctuation and capitalization.

E3.19 spell correctly. Students are expected to 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 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 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

Learning Targets:

• Conduct inquiry into selected author from reliable, academic resources.
• Demonstrate knowledge of most updated style manual (Modern Language Association).
• Synthesize information for multimedia presentation.
• Analyze an author’s short story using the levels of Bloom’s Taxonomy.

Essential Questions:

• How does an author’s background contribute to the understanding of his/her writing?
• How are sources evaluated for validity?
• How can modern technology be used to create dynamic presentations?
• How do authors build meaning within the confines of a short story?

Extra Information:

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

District Grading Policy

Texas Gateway Online Resource Center