English II – Unit 2 – Purpose & Rhetoric
Team: Brooks, Sokolik, Thurmond, Woodward
UNIT OVERVIEW
Students 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 Vocabulary
Foreign Words & Phrases
Beginner
Foreign Words & Phrases
On Level
Foreign Words & Phrases
Advanced
anecdotal evidence
authoritative sources
bias
context clues
counterargument
ethos
logical evidence
logos
pathos
relevant evidence
argument
thesis
antithesis
persuasion
audience
quantitative evidence
qualitative evidence
cite
controversy
convince
objective
statistic
fact
opinion
reason
introduction
conclusion
RSVP
alma mater
status quo
déjà vu
cum laude
joie de vivre
faux pas
femme fatale
carte blanche
du jour
esprit de corps
caveat emptor
bon voyage
verbatim
alpha and omega
E pluribus unum
tabula rasa
prima donna
hoi polloi
avant-garde
ad nauseam
Carpe diem
enfant terrible
ad hoc
raison d’etre
tempus fugit
terra firma
cause celebre
laissez faire
C’est la vie
vox populi
magnum opus
bete noire
bona fide
persona non grata
en masse
savoir faire
quid pro quo
in absentia
non sequitur
je ne sais quoi
sub rosa
Id est
modus operandi
schadenfreude
nom de plume
noblesse oblige
haute couture
sine qua non
mea culpa
deus ex machina
doppelganger
coup d’etat
Persuasive Texts (we will choose from these and add more from newspaper articles)
Persuasive Essay – “Doing Nothing Is Something” by Anna Quindlen, page 658
Editorial - “Abolishing the Penny Makes Good Sense” by Alan S. Blinder, page 646
Speech – “On Nuclear Disarmament” by Carl Sagan, page 652
Essay – “I Acknowledge Mine” by Jane Goodall, page 664
Position Paper – “Use of Animals in Biomedical Research” by American Medical Association, page 678
English II Unit 2 – Purpose & Rhetoric
Page 1
UNIT CALENDAR - OVERVIEW
Monday
Tuesday
Wednesday
Thursday
Friday
6 Oct - Odd
7 Oct – Even
8 Oct – Odd
9 Oct – Even
10 Oct – Even
DAY TWO
DAY TWO
DAY TWO
Early Dismissal
Persuasive Text 2
Choosing a Topic
for an Argument
Persuasive Text 2
Choosing a Topic
for an Argument
Warm Up
Academic Vocabulary
Set 2
Warm Up
Academic Vocabulary
Set 2
Activities
Article 3 – Rhetoric
Activities
Article 3 – Rhetoric
AP Strategy –
SOAPSTONE
AP Strategy –
SOAPSTONE
What is a Thesis?
What is a Thesis?
16 Oct – Odd
17 Oct – Even
DAY ONE
DAY ONE
Intro to Rhetoric
Text 1
Intro to Rhetoric
Text 1
Warm Up
Academic Vocabulary
1
Warm Up
Academic Vocabulary
1
Activities
Article 1 – Rhetoric
Activities
Article 1 – Rhetoric
AP Strategy SOAPSTONE
AP Strategy SOAPSTONE
RETEACH DAY
Based on Data
. Inferences
Tone & Mood
13 Oct – Even
14 Oct – Odd
15 Oct – Even
DAY THREE
DAY THREE
PSAT Testing
Persuasive Text 3
Choosing a Topic
for an Argument
Persuasive Text 3
Choosing a Topic
for an Argument
RETEACH DAY
Warm Up
Academic Vocabulary
Set 2
Warm Up
Academic Vocabulary
Set 2
Based on Data
Activities
Article 3 – Rhetoric
Activities
Article 3 – Rhetoric
. Tone & Mood
AP Strategies:
1: DIDLS
2: SOAPstone
DAY FOUR
DAY FOUR
Persuasive Text 4
Graphic Organizers
for an Argument
Persuasive Text 4
Graphic Organizers
for an Argument
Warm Up
Academic Vocabulary
Set 3
Warm Up
Academic Vocabulary
Set 3
Activities
Article 4
Activities
Article 4
AP Strategies:
1: DIDLS
2: SOAPstone
AP Strategies:
1: DIDLS
2: SOAPstone
AP Strategies:
1: DIDLS
2: SOAPstone
Deep Questions per
Bloom
Deep Questions per
Bloom
Reteach (per data):
Making Inferences
Reteach (per data):
Making Inferences
Homework:
Independent Reading
Dialog Journal – 30
minutes
Homework:
Independent Reading
Dialog Journal – 30
minutes
Homework:
Independent Reading
Dialog Journal – 30
minutes
Homework:
Independent Reading
Dialog Journal – 30
minutes
TEKS: 10.1E, 10.5,
10.8, 12.A
TEKS: 10.1E, 10.5,
10.8, 12.A
TEKS: 10.1E, 10.5, 10.8,
12.A
TEKS: 10.1E, 10.5,
10.8, 12.A
English II Unit 2 – Purpose & Rhetoric
. Inferences
Page 2
UNIT OBJECTIVES
Vocabulary
Ⓡ 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 used
frequently 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.
Reading
ELA.10.5D Develop knowledge of authors and demonstrate familiarity with works by authors from non-English speaking
literary 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 and
elaborate 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 information
in 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 ways
different from traditional texts.
Ⓢ ELA.10.12D Evaluate and compare/contrast changes in formality and tone within the same medium for specific
audiences and purposes.
Writing
Ⓡ ELA.10.13B Structure ideas in a sustained and persuasive (logical) 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
used to convey meaning.
Ⓡ ELA.10.16A Write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes 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 that
includes consideration of the whole range of information and views on the topic and accurate and honest representation
of 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 on
evidence to anticipate and address objections.
Ⓡ ELA.10.16D Write an argumentative essay (e.g., evaluative essays, proposals) to the appropriate audience that
includes 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 that
includes 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 that
includes 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.
English II Unit 2 – Purpose & Rhetoric
Page 3
English II Unit 2 – Purpose & Rhetoric
Page 4