Houston Independent School District
English II – Unit 2 – Purpose & RhetoricTeam: Brooks, Sokolik, Thurmond, Woodward UNIT OVERVIEWStudents will work toward proficient STAAR Persuasive Essays by (a) learning the vocabulary of purpose and rhetoric, (b) critically examining rhetorical texts ,(c) writing persuasive (argumentative) essays, (d) engaging in position-style debates, (e) and producing a thesis paper through the writing process. Vocabulary will be addressed during the “Do Now” warm-up activities. Persuasive texts will be drawn from the English II text and newspapers. Argumentative essays topics will be generated from the texts and current events. Position-style debates will result from the argumentative essay topics. The thesis paper will result as a re-write of an argumentative essay that is presented in the debates, then peer-edited, revised, and re-written.UNIT CONTENT Academic VocabularyForeign Words & Phrases BeginnerForeign Words & Phrases On LevelForeign Words & Phrases Advancedanecdotal evidenceauthoritative sourcesbiascontext cluescounterargumentethoslogical evidencelogospathosrelevant evidenceargumentthesisantithesispersuasionaudiencequantitative evidencequalitative evidencecitecontroversyconvinceobjectivestatisticfactopinionreasonintroductionconclusionRSVPalma materstatus quodéjà vucum laudejoie de vivrefaux pasfemme fatalecarte blanchedu jouresprit de corpscaveat emptorbon voyageverbatimalpha and omegaE pluribus unumtabula rasaprima donnahoi polloiavant-gardead nauseamCarpe diemenfant terrible ad hoc raison d’etretempus fugitterra firma cause celebre laissez faireC’est la vievox populi magnum opus bete noirebona fide persona non grata en massesavoir faire quid pro quo in absentianon sequitur je ne sais quoi sub rosaId est modus operandi schadenfreude nom de plume noblesse oblige haute couture sine qua non mea culpa deus ex machina doppelgangercoup d’etatPersuasive Texts (we will choose from these and add more from newspaper articles)Persuasive Essay – “Doing Nothing Is Something” by Anna Quindlen, page 658Editorial - “Abolishing the Penny Makes Good Sense” by Alan S. Blinder, page 646Speech – “On Nuclear Disarmament” by Carl Sagan, page 652Essay – “I Acknowledge Mine” by Jane Goodall, page 664Position Paper – “Use of Animals in Biomedical Research” by American Medical Association, page 678UNIT CALENDAR - OVERVIEWMondayTuesdayWednesdayThursdayFriday6 Oct - OddDAY ONEIntro to RhetoricText 1Warm UpAcademic Vocabulary 1ActivitiesArticle 1 – RhetoricAP Strategy - SOAPSTONE7 Oct – EvenDAY ONEIntro to RhetoricText 1Warm UpAcademic Vocabulary 1ActivitiesArticle 1 – RhetoricAP Strategy - SOAPSTONE8 Oct – OddDAY TWOEarly DismissalRETEACH DAYBased on Data. InferencesTone & Mood9 Oct – EvenDAY TWOPersuasive Text 2Choosing a Topic for an ArgumentWarm Up Academic Vocabulary Set 2ActivitiesArticle 3 – RhetoricAP Strategy – SOAPSTONEWhat is a Thesis?10 Oct – EvenDAY TWOPersuasive Text 2Choosing a Topic for an ArgumentWarm Up Academic Vocabulary Set 2ActivitiesArticle 3 – RhetoricAP Strategy – SOAPSTONEWhat is a Thesis?13 Oct – EvenDAY THREEPersuasive Text 3Choosing a Topic for an ArgumentWarm Up Academic Vocabulary Set 2ActivitiesArticle 3 – RhetoricAP Strategies: 1: DIDLS2: SOAPstoneDeep Questions per BloomHomework: Independent Reading Dialog Journal – 30 minutesTEKS: 10.1E, 10.5, 10.8, 12.A14 Oct – OddDAY THREEPersuasive Text 3Choosing a Topic for an ArgumentWarm Up Academic Vocabulary Set 2ActivitiesArticle 3 – RhetoricAP Strategies: 1: DIDLS2: SOAPstoneDeep Questions per BloomHomework: Independent Reading Dialog Journal – 30 minutesTEKS: 10.1E, 10.5, 10.8, 12.A15 Oct – EvenPSAT TestingRETEACH DAYBased on Data. Inferences. Tone & Mood16 Oct – OddDAY FOURPersuasive Text 4Graphic Organizersfor an ArgumentWarm UpAcademic Vocabulary Set 3ActivitiesArticle 4AP Strategies: 1: DIDLS2: SOAPstoneReteach (per data): Making InferencesHomework: Independent Reading Dialog Journal – 30 minutesTEKS: 10.1E, 10.5, 10.8, 12.A17 Oct – EvenDAY FOURPersuasive Text 4Graphic Organizersfor an ArgumentWarm UpAcademic Vocabulary Set 3ActivitiesArticle 4AP Strategies: 1: DIDLS2: SOAPstoneReteach (per data): Making InferencesHomework: Independent Reading Dialog Journal – 30 minutesTEKS: 10.1E, 10.5, 10.8, 12.AUNIT OBJECTIVESVocabulary? ELA 10.1B Analyze textual context (within a sentence and in larger sections of text) to distinguish between the denotative and connotative meanings of words.? ELA.10.1D Show and explain the relationship between the origins and meaning of foreign words or phrases usedfrequently in written English and historical events or developments (e.g., glasnost, avant-garde, coup d’etat).? ELA.10.1E 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.ReadingELA.10.5D Develop knowledge of authors and demonstrate familiarity with works by authors from non-English speakingliterary traditions with emphasis on 20th century world literature.? ELA.10.8A Analyze the controlling idea and specific purpose of a passage and the textual elements that support andelaborate it, including both the most important details and the less important details? ELA.10.9A Summarize text and distinguish between a summary and a critique and identify non-essential informationin a summary and unsubstantiated opinions in a critique.? ELA.10.12A Analyze and evaluate how messages presented in media reflect social and cultural views in waysdifferent from traditional texts.? ELA.10.12D Evaluate and compare/contrast changes in formality and tone within the same medium for specificaudiences and purposes.Writing? ELA.10.13B Structure ideas in a sustained and persuasive (logical) way (e.g., using outlines, note taking, graphicorganizers, lists) and develop drafts in timed and open-ended situations that include transitions and rhetorical devicesused to convey meaning.? ELA.10.16A Write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience thatincludes 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.ELA.10.16B Write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience thatincludes consideration of the whole range of information and views on the topic and accurate and honest representationof these views (i.e., in the author’s own words and not out of context).? ELA.10.16C Write an argumentative essay (e.g., evaluative essays, proposals) to counter-arguments based onevidence to anticipate and address objections.? ELA.10.16D Write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience thatincludes an organizing structure appropriate to the purpose, audience, and context.? ELA.10.16E Write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience thatincludes an analysis of the relative value of specific data, facts, and ideas.? ELA.10.16F Write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience thatincludes a range of appropriate appeals (e.g., descriptions, anecdotes, case studies, analogies, illustrations).? ELA.10.18A Use conventions of capitalization and punctuation correctly and consistently.? ELA.10.19A Spell correctly, including using various resources to determine and check correct spellings. ................
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