SSK Unit 4.2 Planning Guide

Unit 3: Examining Persuasive Texts and Expository WritingUnit OverviewHISD PLANNING GUIDEEnglish Language Arts Grade 8SUMMER SCHOOL - English Language Proficiency Standards (ELPS) - Literacy Leads the Way Best Practices - Aligned to Upcoming State Readiness Standard- State Process Standard R - State Readiness Standard S - State Supporting StandardPlanning Guide User InformationTime AllocationsUnit 31 weekExamining Persuasive Texts and Expository Writing- In this unit, students examine persuasive texts, focusing onrhetorical devices. Students continue to focus on expository essays, specifically the revising and editing process.Texas Essential Knowledge and Skills/Student Expectations (TEKS/SEs) (district clarifications/elaborations in italics)VocabularyR ELA.8.2B Use context (within a sentence and in larger sections of text) to determine or clarify the meaning ofunfamiliar words, ambiguous words, or words with novel meanings.ReadingS ELA.8.Fig19D Make complex inferences about text and use textual evidence to support understanding.R ELA.8.Fig19F Make intertextual links among and across texts, including other media (e.g., film, play, music, printmedia), and provide textual evidenceS ELA.8.7A Analyze passages in well-known speeches for the author’s use of literary devices and word and phrasechoice (e.g., aphorisms, epigraphs) to appeal to the audience.S ELA.8.11A Compare and contrast persuasive texts that reached different conclusions about the same issue andexplain how the authors reached their conclusions through analyzing the evidence each presents.S ELA.8.11B Describe and analyze the use of such rhetorical and logical fallacies as loaded terms, caricatures,leading questions, false assumptions, and incorrect premises in persuasive texts.WritingELA.8.14C Revise drafts to ensure precise word choice and vivid images; consistent point of view; use of simple,compound, and complex sentences; internal and external coherence; and the use of effective transitions after rethinkinghow well questions of purpose, audience, and genre have been addressed.ELA.8.14D Edit drafts for grammar, mechanics, and spelling.ELA.8.19A.ii Identify, use and understand the function of appositive phrases in the context of reading, writing, andspeaking. English Language Proficiency Standards (ELPS)• ELPS C.1g Demonstrate an increasing ability to distinguish between formal and informal English and an increasingknowledge of when to use each one commensurate with grade-level learning expectations.• ELPS C.2g Understand the general meaning, main points, and important details of spoken language ranging fromsituations in which topics, language, and contexts are familiar to unfamiliar.• ELPS C.3f Ask and give information ranging from using a very limited bank of high-frequency, high-need, concretevocabulary, including key words and expressions needed for basic communication in academic and social contexts,to using abstract and content-based vocabulary during extended speaking assignments.• ELPS C.4e Read linguistically accommodated content area material with a decreasing need for linguisticaccommodations as more English is learned.• ELPS C.5e Employ increasingly complex grammatical structures in content area writing commensurate with gradelevelexpectations, such as:(iii) using negatives and contractions correctly.College and Career Readiness Standards (CCRS)• CCRS 2.A9 Identify and analyze the audience, purpose, and message of an informational or persuasive text.Key Concepts• genre- nonfiction expository(persuasive texts-• persuasion• rhetorical devices• writing process• writing traits© Houston ISD Curriculum2013 – 2014Page 1 of 11