Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
Third Six Weeks
Suggested Time Frame: ≈ Third Six weeks (5.5 weeks/27 days)
5.5 Weeks: 25 Instructional days, 2 days to reteach and/or extend instructions (27 total)
November 11 – December 20
Introduction
The Instructional Timeline, as required by RRISD Local Board Policy (EG – Local, 246909),
breaks down the content of each six weeks into smaller, more manageable units of
instruction. Teachers must formatively assess student understanding of vertically-aligned
objectives and vocabulary for previous grade levels and current grade levels at the beginning
and end of the unit as well as throughout the unit. Teachers are responsible for making
instructional decisions based on formative assessment data by extending instruction and/or
reteaching concepts for mastery within this time frame.
Description
This unit will be focused on investigating persuasive texts using media/advertisements to
introduce persuasive strategies and techniques. Students should practice identifying methods
used to appeal to human emotions and targeted social groups. Ideas used in propaganda
may be taught as an application to literary texts. Poetry should be embedded in this unit.
Students will analyze passages in well-known persuasive speeches (see unit 8 in Holt
McDougal Literature for selection ideas) for the author’s use of literary devices and word and
phrase choice (e.g. aphorisms and epigraphs) to appeal to the audience (TEKS 7A).
Additionally, they will compare and contrast persuasive texts that reached different
conclusions about similar issues and explain how authors reached their conclusions through
the analysis of evidence each presents including the use of rhetorical and logical fallacies
such as loaded terms, caricatures, leading questions, false assumptions, and incorrect
premises. As a formative assessment in this unit, student will write an expository letter to a
specific audience that reflects an opinion.
During this unit students will be expected to formulate a research question, apply steps to
follow a research plan, categorize information thematically, record bibliographic information,
differentiate between paraphrasing and plagiarism, identify the importance of citing valid and
reliable sources, modify research question(s) if needed, and compare and justify use of
sources. Students should document their sources with parenthetical citations referring to a
MLA or APA formatting. Students will also create a multi-media presentation during that
features their research in this unit.
Finally, they will present a well-prepared, fact-based argument defending a position in an
essay. Students will be expected advocate for a position (formally or informally) using
anecdotes, analogies, and/or illustrations and use eye contact, a proper speaking rate,
appropriate volume and enunciation, etc (TEKS 18A-C). This essay is the summative
assessment in this unit.
Vertical
Alignment
ELAR/TEKS Vertical Alignment K-12
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
TEKS-Based
Performance
Tasks/Work
Products
NON-NEGOTIABLE TEKS WRITING PRODUCTS:
See Assessment/Work Products box below for additional information.
 Write a persuasive essay (TEKS 18A-C) with embedded research skills (TEKS 22A –
25D) - a full process piece
 Create a multimedia presentation (TEKS 17D)
 Write a letter that reflects an opinion, registers a complaint, or requests information
(TEKS 17B)*
This letter (work product) must be completed in Unit Three OR Four.
READING TEKS FOCUS:
(10) Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text
to support their understanding. Students are expected to:
(D) synthesize and make logical connections between ideas within a text and
across two or three texts representing similar or different genres and support
those findings with textual evidence.
(11) Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text
to support their analysis. Students are expected to:
(A) compare and contrast persuasive texts that reached different conclusions
about the same issue and explain how the authors reached their conclusions
through analyzing the evidence each presents
(B) analyze the use of such rhetorical and logical fallacies as loaded terms,
caricatures, leading questions, false assumptions, and incorrect premises in
persuasive texts
Figure 19: Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to understand
an author’s message. Students will continue to apply earlier standards with greater
depth in increasingly more complex texts as they become self-directed, critical
readers. The student is expected to:
(E) summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts
(F) make intertextual links among and across texts, including other media (e.g.,
film, play), and provide textual evidence
TEKS/SE
taught during
this period are
eligible for
testing on
district
assessments.
Bold TEKS/SE
are assessed
on STAAR
The following Texas Essential Knowledge and Skills (TEKS), the accompanying
Knowledge & Skill Statement (KSSs), and Student Expectations (SEs) are listed in this
document where they should be taught initially. It is the expectation that the TEKS, KSSs,
and SEs will continue be reviewed as appropriate so that students master their grade level
TEKS, KSSs, and SEs.
ONGOING: The TEKS are recursive in nature and many of the standards are revisited
throughout the school year. The following TEKS should be embedded and addressed in
each unit of study: Figure 19, 1, 2, 14, 19, 20, 21, 27, and 28.
NOTE: The analysis of poetry in grade 8 should be embedded throughout the year. See the
teaching notes for additional information and insight. Poetry is eligible for assessment under
TEKS 4, and Figure 19 D and E.
Reading/Vocabulary
Figure 19: Reading/Comprehension Skills. Students use a flexible range of
metacognitive reading skills in both assigned and independent reading to understand
an author’s message. Students will continue to apply earlier standards with greater
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
depth in increasingly more complex texts as they become self-directed, critical
readers. The student is expected to:
(A) establish purposes for reading selected texts based upon own or others’ desired
outcome to enhance comprehension
(D) make complex inferences about text and use textual evidence to support
understanding
(E) summarize, paraphrase, and synthesize texts in ways that maintain
meaning and logical order within a text and across texts
(F) make intertextual links among and across texts, including other media (e.g.,
film, play), and provide textual evidence
(2) Reading/Vocabulary Development. Students understand new vocabulary and use it
when reading and writing. Students are expected to:
(A) determine the meaning of grade-level academic English words derived from
Latin, Greek, or other linguistic roots and affixes
(C) complete analogies that describe a function or its description (e.g., pen: paper as
chalk: ______ or soft: kitten as hard: ______)
(9) Comprehension of Informational Text/Culture and History. Students 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 works written on the same topic and
compare how the authors achieved similar or different purposes
(10) Comprehension of Informational Text/Expository Text. Students analyze, make
inferences and draw conclusions about expository text and provide evidence from text
to support their understanding. Students are expected to:
(A) summarize the main ideas, supporting details, and relationships among
ideas in text succinctly in ways that maintain meaning and logical order
(B) distinguish factual claims from commonplace assertions and opinions and
evaluate inferences from their logic in text
(C) make subtle inferences and draw complex conclusions about the ideas in
text and their organizational patterns
(D) synthesize and make logical connections between ideas within a text and
across two or three texts representing similar or different genres and support
those findings with textual evidence.
(11) Comprehension of Informational Text/Persuasive Text. Students analyze, make
inferences and draw conclusions about persuasive text and provide evidence from text
to support their analysis. Students are expected to:
(A) compare and contrast persuasive texts that reached different conclusions
about the same issue and explain how the authors reached their conclusions
through analyzing the evidence each presents
(B) analyze the use of such rhetorical and logical fallacies as loaded terms,
caricatures, leading questions, false assumptions, and incorrect premises in
persuasive texts
(13) Reading/Media Literacy. Students use comprehension skills to analyze how
words, images, graphics, and sounds work together in various forms to impact
meaning. Students will continue to apply earlier standards with greater depth in
increasingly more complex texts. Students are expected to:
(A) evaluate the role of media in focusing attention on events and informing
opinion on issues
(B) interpret how visual and sound techniques (e.g., special effects, camera angles,
lighting, music) influence the message
(C) evaluate various techniques used to create a point of view in media and the
impact on audience
(D) assess the correct level of formality and tone for successful participation in
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
various digital media
Writing and Oral/Written Conventions
(14) Writing/Writing Process. Students use elements of the writing process (planning,
drafting, revising, editing, and publishing) to compose text. Students are expected to:
(A) plan a first draft by selecting a genre appropriate for conveying the intended
meaning to an audience, determining appropriate topics through a range of strategies
(e.g., discussion, background reading, personal interests, interviews), and developing
a thesis or controlling idea
(B) develop drafts by choosing an appropriate organizational strategy (e.g.,
sequence of events, cause-effect, compare-contrast) and building on ideas to create
a focused, organized, and coherent piece of writing
(C) 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 rethinking how well questions of
purpose, audience, and genre have been addressed
(D) edit drafts for grammar, mechanics, and spelling
(E) revise final draft in response to feedback from peers and teacher and publish
written work for appropriate audiences
Writing/Expository and Procedural Texts
(17) Students write expository and procedural or work-related texts to communicate
ideas and information to specific audiences for specific purposes. Students are
expected to:
(B) write a letter that reflects an opinion, registers a complaint, or requests
information in a business or friendly context
(D) produce a multimedia presentation involving texts, graphics, images, and sound
using available technology.
(18) Writing/Persuasive Texts. Students write persuasive texts to influence the attitudes or
actions of a specific audience on specific issues. Students are expected to write a persuasive
essay to the appropriate audience that:
(A) establishes a clear thesis or position
(B) considers and responds to the views of others and anticipates and answers
reader concerns and counter-arguments
(C) includes evidence that is logically organized to support the author's viewpoint
and that differentiates between fact and opinion
(19) Oral and Written Conventions/Conventions. Students understand the function of and
use the conventions of academic language when speaking and writing. Students will continue
to apply earlier standards with greater complexity. Students are expected to:
(A) use and understand the function of the following parts of speech in the context of
reading, writing, and speaking:
(iv) relative pronouns (e.g., whose, that, which)
(v) subordinating conjunctions
(B) write complex sentences and differentiate between main versus subordinate
clauses
(C) use a variety of complete sentences (e.g., simple, compound, complex) that
include properly placed modifiers, correctly identified antecedents, parallel structures,
and consistent tenses
(20) Writing/Conventions of Language/Handwriting. Students write legibly and use
appropriate capitalization and punctuation conventions in their compositions. Students will
continue to apply earlier standards with greater complexity. Students are expected to:
(A) use conventions of capitalization
(B) use correct punctuation marks, including:
(i) commas after introductory structures and dependent adverbial clauses,
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
and correct punctuation of complex sentences
(ii) semicolons, colons, hyphens, parentheses, brackets, and ellipses
(21) Oral and Written Conventions/Spelling. Students spell correctly. Students are
expected to spell correctly, including using various resources to determine and check correct
spellings
Research
(22) Research/Research Plan. Students ask open-ended research questions and develop a
plan for answering them. Students are expected to:
(A) brainstorm, consult with others, decide upon a topic, and formulate a major
research question to address the major research topic
(B) apply steps for obtaining and evaluating information from a wide variety of
sources and create a written plan after preliminary research in reference works and
additional text searches.
(23) Research/Gathering Sources. Students determine, locate, and explore the full range
of relevant sources addressing a research question and systematically record the information
they gather. Students are expected to:
(A) follow the research plan to gather information from a range of relevant print and
electronic sources using advanced search strategies
(B) categorize information thematically in order to see the larger constructs inherent
in the information
(C) record bibliographic information (e.g., author, title, page number) for all notes
and sources according to a standard format
(D) differentiate between paraphrasing and plagiarism and identify the importance of
using valid and reliable sources.
(24) Research/Synthesizing Information. Students clarify research questions and evaluate
and synthesize collected information. Students are expected to:
(A) narrow or broaden the major research question, if necessary, based on further
research and investigation; and
(B) utilize elements that demonstrate the reliability and validity of the sources used
(e.g., publication date, coverage, language, point of view) and explain why one
source is more useful and relevant than another.
(25) Research/Organizing and Presenting Ideas. Students organize and present their
ideas and information according to the purpose of the research and their audience. Students
are expected to synthesize the research into a written or an oral presentation that:
(A) draws conclusions and summarizes or paraphrases the findings in a systematic
way;
(B) marshals evidence to explain the topic and gives relevant reasons for
conclusions;
(C) presents the findings in a meaningful format
(D) follows accepted formats for integrating quotations and citations into the written
text to maintain a flow of ideas.
Listening and Speaking
(26) Listening and Speaking/Listening. Students will use comprehension skills to listen
attentively to others in formal and informal settings. Students will continue to apply earlier
standards with greater complexity. Students are expected to:
(A) listen to and interpret a speaker's purpose by explaining the content, evaluating
the delivery of the presentation, and asking questions or making comments about the
evidence that supports a speaker's claims
(C) summarize formal and informal presentations, distinguish between facts and
opinions, and determine the effectiveness of rhetorical devices
(27) Listening and Speaking/Speaking. Students speak clearly and to the point, using the
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
conventions of language. Students will continue to apply earlier standards with greater
complexity. Students are expected to advocate a position using anecdotes, analogies, and/or
illustrations, and use eye contact, speaking rate, volume, enunciation, a variety of natural
gestures, and conventions of language to communicate ideas effectively
(28) 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 discussions, plan agendas with clear goals and
deadlines, set time limits for speakers, take notes, and vote on key issues
Technology
TEKS to embed
in this unit
Other units will support Technology Application TEKS.
Generalizations
Essential
Questions
1. Research enables a person to make quality, informed decisions in life.
2. Effective research begins with concise questions and is followed by a thorough search
for answers to those questions.
3. Successful multimedia presentations inform and engage the audience with factual
information from multiple sources and accurate citations of the sources.
4. Research process requires narrowing or broadening the topic as needed.
5. Quality research utilizes a thorough inquiry of topic question.
6. Technology enhances effective research process from the exploration stage to the
publication phase.
7. The research product supports conclusions with evidence and reasons.
8. The research process leads to an evaluation of sources to determine which are
reliable, valid, or useful.
9. The researcher recognizes the difference between plagiarism and paraphrasing.
10. The researcher presents information in a meaningful, systematic way.
11. Successful multimedia presentations inform and engage the audience with factual
information from multiple sources and accurate citations of the sources.
12. Well-organized argument and the use of valid evidence to support a position creates
strong, effective persuasive writing.
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What is rhetoric and how has the art of rhetoric evolved?
What are pathos, logos, and ethos? How are they used separately and/or together to
affect an argument?
How do the media target specific audiences in order to affect their opinions and
behaviors?
How can visual and sound techniques influence the message?
How can audiences discern the purpose of a speaker’s message and evaluate the
content accordingly?
What tools do speakers use to make their statements appealing and believable?
(loaded terms, caricatures, leading questions, false assumptions, and incorrect
premises)
How can letters reflect opinions, complaints, or requests for information in appropriate
contexts?
How does a student establish a clear thesis or position?
How does a student consider, anticipate and respond to the views of others in order
to make counter-arguments?
How does a student ensure that evidence is factual and logically organized in order to
impact an audience?
How can mentor text be used to influence writing of a developing author?
How does a writer use the writing process to develop focused, coherent, concise, and
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
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Core
Components
mechanically accurate work?
Why do students need to learn research skills? (relate to personal life decisions such
as purchasing cars/electronics, college papers, job options)
What is the research process (p. 1060)? Why is the process important?
When and how should research questions be narrowed or broadened?
What tools or techniques can be used to organize and categorize information
collected?
How can the reliability and validity of sources be determined?
How can technology be utilized to enhance a presentation?
Does the research-based multi-media project contain accurate information in an
organized and interesting way?
Specificity for Persuasion and Research
 Students will have prior experience with argument, persuasive techniques, and
persuasive writing from other grade levels.
 Students will have experience with researching and note-taking, however; their
experience with documentation, especially the use of parenthetical citations, may be
limited. Explicit, direct instruction of documentation will enhance these skills.
Students may also need additional strategies to evaluate Internet sites and how to
correctly paraphrase to avoid plagiarism. Time should be spent on discussion of the
process.
*The letter that reflects an opinion, registers a complaint, or requests information MUST be
completed in Unit 3 OR Unit 4.
Teaching Notes and Suggestions
Teachers should meet the specificity of the TEKS and the work products in the ARRC,
as well as their students’ learning needs. The ideas provided below are written by
experienced teachers for guidance, but teachers may choose to read alternate texts
and plan a different instructional sequence within the unit
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Teacher may need extended computer access for students.
Teacher should establish parameters for research topics. Organizational methods
and presentation options to be used should be explained to students at the beginning
of the project.
Provide students with a project calendar with weekly progress checkpoints.
Instruct students on specific strategies for recording their notes and sources of
information.
Provide models for review.
Students should recognize their own knowledge of rhetoric through their various
experiences. Teacher-led discussion (arguing for grades, money, getting in trouble,
leisure activities).
Students should understand the differences between persuasion and argument. The
purpose of persuasion is to convince; argument revolves around critical analysis.
Students should first be taught to recognize claim, premise, support, and counterarguments through the reading and study of persuasive text.
Then, introduce the different modes of persuasion by exposing students to
commercials and other forms of advertising. This leads them to read with a critical
eye and recognize these techniques more readily.
Be certain to embed grammar and content vocabulary TEKS into lessons.
Poetry in grade 8 should be embedded throughout the year. Students need more
experience with analyzing poetry. A method like TPCASTT is useful for instructing
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
middle school students how to analyze effectively. A poetry selection appeared on
the grade 8 STAAR Test in Spring 2012. (Poetry is eligible for assessment under
TEKS 4, and Figure 19 D and E). See TEKS listed below.
Pacing Considerations and Ideas for Instruction
When considering the pacing, keep in mind that this unit will blend the concepts of research
and persuasion. The work product should reflect the student’s ability to express and persuade
the reader of a well-researched argument. The pacing of the next five weeks will look at
researching a topic in order to meet that end.
Week 1: Research How-to
 Define research as a process? What are you investigating? Why are you
investigating? What do YOU want to know?
 Begin research. Identify topics. Mini-lesson on web site evaluation. Specific note
taking strategies such as index cards or other modern methods should be introduced
at this time (possible formative assessment), grammar mini-lessons. Mini-lesson on
MLA or APA formatting.
Week 2: Persuasion/Rhetoric (Independent Research)
 History of Rhetoric: Ancient Greece (Sophists, Aristotle). Political Cartoons, Satire,
Modern Day Examples.
 Defining ethos, pathos, logos
 Modern Rhetoric: Explore print and other media (Super Bowl ads, political ads, op-ed
pieces)
 Media Study: Movie Ad Campaign, Holt-McDougal: pp. 1000-1003
Note: Activities may extend into Week 3.
Week 3: Study of Mentor Texts
 Holt-McDougal: Reader’s Workshop: Elements of Persuasive Text, pp. 982 - 987;
Practice and Apply, – “Zoos: Myth and Reality” and “Zoos Connect Us to the Natural
World,” pp. 988 – 999, grammar mini-lessons, reader/writer notebook. Writing
Coach: pp. 174-177
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Reviews Essays and Speeches for claims, supports and counter-arguments, but also
for persuasive techniques and logical fallacies (pp. 1014, 1022, 1030), grammar minilessons, Writing Workshop: pre-write persuasive text
Week 4: Citations and Embedding Quotations
 Review parenthetical citations (when? where? how?), formulate bibliographical
information upon completion of the student work, revise/edit research product, peer
and teacher product feedback. The multimedia project should showcase each
student’s research and thinking.
Week 5: Writing Workshop
 Draft/Revise/Publish Persuasive Essay (formative assessment); Multil-Media project
can act as a supplemental presentation of the material provided in the persuasive
essay (summative assessment)
Notes: Completing the Product
 Reserve technology for research.
 Weeks 4 and 5 may be combined into one work product. For example, write a
persuasive essay (TEKS 18) that follows the structural elements of TEKS 18A-C, the
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
priority in this unit.
Combine all TEKS into one writing product. Think: Propaganda …what methods and
media do organizations use to get their point across to the masses?
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Vocabulary (language of the discipline):
The following list is a guide for vocabulary used to discuss the elements in the unit.
TEA Glossary
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Curricular
Connections
(within,
between, and
among
disciplines)
A-M
appeal (logos, pathos, and ethos)
argument
bandwagon
bias
bibliography
caricature
claim
commonplace assertion
copyright date
counter-argument
credibility
credit (sources)
ethical appeal
fallacies (logical, false assumption)
hyperlink
keyword
loaded language
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N-Z
outlining
paraphrase
persuasive techniques
plagiarism
premise
primary source
propaganda
publication date
rhetoric
satire
secondary source
support
testimonial
thesis statement
tone (formal vs. informal)
warrant
web address/URL
works cited
Teachers are encouraged to plan with their grade level teams for interdisciplinary purposes.
© Round Rock I.S.D.
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ELAR/TEKS Vertical Alignment K-12
www.thinkcentral.com
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
Required
Lessons
Reading Workshop - Include mini-lessons that teach:
 Students will analyze passages in well-known persuasive speeches (see unit 8 in
Holt McDougal Literature for selection ideas)
 Reader’s Workshop: Elements of Persuasive Text, pp.982 – 987
 Rhetorical techniques
 Comparison of two opposing viewpoints
 Understand argument and counter-argument
 Study mentor texts, including speeches
 Formulating questions
Writing Workshop - Include mini-lessons that teach:
 Writing to persuade
 Writing effective arguments/counter-arguments (rebuttal)
 Using ethos, logos, pathos in a writing
 Paraphrasing and summarizing when note-taking.
 Teach documentation requirements and skills.
 Teach students how to organize gathered information into a logical format.
 Writing a thesis statement, good leads and transitions, and an appropriate
conclusion.
 Revising and editing techniques appropriate to the research product
 Rhetorical skills if students are required to present information orally)
Grammar and content vocabulary TEKS should be embedded. Instruction may occur in minilessons and whole group variations. See the overviews and instructional timelines for
OWC/Grammar TEKS which are correlated to the work products in this unit (logical sources
of mini-lessons).
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Recommended
Lessons and
Learning
Experiences
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Differentiation:
Review the research process, including evaluation of sources , pp.1060 – 1074
Writing Workshop: Research Paper, pp. 1078 – 1093
Mini-lessons on technology resources that will enhance the presentation
Reader’s Workshop: Elements of Persuasive Text, pp.982 – 987
Comparing Persuasive Texts: Practice and Apply – “Zoos: Myth and Reality ” Zoos
Connect Us to the Natural World,“ pp.988-999
“The Sanctuary of School” pp. 1016-1021
“What to a Slave is the Fourth of July,” pp. 1032-1037
Writing Coach: pp. 174-177
Suggestions for scaffolding learning by employing strategies for diverse learners within the
classroom setting (i.e.: Special Education, TAG, 504, ESL).
English Language Proficiency Standards Student Expectations with Sentence Stems and
Activities to support implementation of the Standards
TAG Differentiation
Why do persuasive texts matter?
How does being able to write or decipher a persuasive text affect real life?
What are the moral/ethical obligations of a persuasive text author?
TAG: Consider Satire Elements – Political Cartoons, Satirical Editorials
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Research/Persuasive paper covering topic of their choice with a multimedia
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion
component (ex: a Public Service Announcement/P.S.A. on Edcanvas)
Ideas:
 ISearch (http://faculty.nwacc.edu/tmcginn/writing%20an%20I-search%20paper.pdf)
 Texas Performance Standards Project (research project idea)
http://www.texaspsp.org/middleschool/tasks/MS_Pursuit_of_Passion.pdf
Suggested TAG Texts
 Ralph Waldo Emerson, “Self-Reliance”
 New York Times (editorials, opinion pieces available through Project Share
Texas.org)
o New York Times Repository in http://www.projectsharetexas.org/
 Hillary Clinton’s 1995 U.N. speech on women’s rights
http://www.americanrhetoric.com/speeches/hillaryclintonbeijingspeech.htm
 SIRS Knowledge Source (http://sks.sirs.com/cgi-bin/hst-portal-display?id=SRRELEM0-4865)
Instructional
Resources
Interactive Reader
 “The Weak Shall Inherit the Gym”
 “What to the Slave Is the Fourth of July?”
 “Zoos Connect Us to the Natural World”
 Position on Dodgeball in Physical Education
 Star Wars Ad Campaign
Textbook – HM
 What is the reserach process?”, p. 1060
 “Finding and Narrowing Your Topic”, p. 1061-1062
 “Searching the Internet”, pp. 1063-1065
 “Using Library Resources”, pp. 1066-1067
 “Choosing Nonfiction Sources, pp. 1068-1069
 “Evaluating Sources”, pp. 1071-1074
 “Conducting Your Own Reserach”, pp. 1075-1077
 Writing Workshop: Reserach Paper, pp. 1078-1092
 “Educating Sons,” p. 1022
 “The First Americans,” p. 1026
 “The Sanctuary of School,” p. 1014
 “The Weak Shall Inherit the Gym,” p. 1008
 “What to the Salve Is the Fourth of July?,” p. 1030
 “Zoos Connect Us to the Natural World,” p. 994
 “Zoos: Myth and reality,” p. 988
 Listening and Speaking Workshop: Presenting a Persuasive Speech, p. 1048
 Position on Dodgeball in Physical Education, p. 1004
 Reader’s Workshop: Elements of Persuasive Text, p. 982
 Star Wars Ad Campaign, p. 1000
 Writing Workshop: Persuasive Essay, p. 1038
Writing Coach
 Mentor Texts: Editorial, Letter to the Editor, pp.170 – 194
 Oral and Written Conventions (Grammar) Teacher Guide, TX pp. 49-50
 Subordinating conjunctions, pg. 357
 Types of writing, pg. 18-19
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion

Research Writing Chapter 11, pp. 222-255
Internet
 “I Have A Dream” MLK speech
 Citation Machine
 Easy Bibliography
 Exploring Free Speech and Persuasion
 Gale ASCD Education Collection
 Interactive Persuasion Map
 Literary Characters on Trial: Combining Persuasion and Literary Analysis
 Middle School Research Model
 New York Times Repository in http://www.projectsharetexas.org/
 Online Textbook – Holt McDougal
 Persuasive Essay: Environmental Issues
 Persuasive Speeches Now
 Read-Write-Think: Persuasion Rubric
 Research Checklist and Guide for Students
 RRSSD Library databases
 Writing Persuasive Letters About School Issues
Professional References
 Dorman, Lynne & Capelli, Rose - Nonfiction Mentor Texts
 Fletcher, Ralph – Nonfiction Craft Lessons: Teaching Information Writing K-8 (In all
campus libraries)
 Harvey, Stephanie – Nonfiction Matters: Reading, Writing, and Research in Grades
3-8 (In all campus libraries)
 Gale ASCD Education Collection - This is a collection of professional books related to
teaching; they are available in e-book and MP3 format.
 Gallagher, Kelly - Deeper Reading (In all campus libraries)
 Gallagher, Kelly - Reading Reasons: Motivational Mini-Lessons for Middle and High
School
 Lane, Barry - 51 Wacky We Search Reports: Face the Facts with Fun
 Macrorie, Ken - The I-Search Paper
 Romano, Tom - Blending Genre, Altering Style: Writing Multigenre Papers
Assessment
Resources
Non-Negotiable Assessments/Work Products
Writing assessment and idea:
 Write a persuasive essay (TEKS 18A-C) with embedded research skills (TEKS 22A –
25D) - a full process piece
 Create a multimedia presentation (TEKS 17D) that embeds and emphasizes the
research process and skills (22A-25D)
 Write a letter that reflects an opinion, registers a complaint, or requests information
(TEKS 17B)*
*This letter (work product) must be completed in Unit Three OR Four.
Suggestion:
 Write a persuasive letter (TEKS 17B) that follows the structural elements of TEKS
18A-C, the priority in this unit (combine all TEKS into one writing product)
 Students should be assessed based on a rubric outlining the research plan (see
TEKS) as they plan, obtain and organize data to present. The process and product
should be equally assessed.
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Instructional Timeline – 8th Grade ELAR
Unit Three
State Your Case: Research, Argument, and Persuasion

Oral presentation of student’s work
Reading:
 Compare and contrast persuasive texts that reached different conclusions about the
same issue and explain how the authors reached their conclusions through analyzing
the evidence each presents; analyze the use of such rhetorical and logical fallacies
as loaded terms, caricatures, leading questions, false assumptions, and incorrect
premises in persuasive texts. (TEKS 11A and 11B)
 Analyze a well-known speech for the author’s use of literary devices and use of
persuasive techniques, including word choice. Explain why specific words were used
and their effect on meaning. (TEKS 7A).
o Option: Use an analysis structure such as TPCASTT
Suggested Assessment/Work Products
 Present a persuasive speech (can be paired with essay assignment), pp. 1048-1049
 Analysis Frame: Persuasive Techniques, pp. 984
 Two Column Chart for comparing opposing opinions (Bottom of TE, p. 987)
 Y – Chart to compare similarities and differences in two copies, p. 1028
 Selection comprehension tests (at the end of selections)
 Comprehension Checks (Teacher created or from Holt-McDougal ancillaries)
 Produce a persuasive ad or appeal
 Create satirical editorial
 Texas Assessment Practice - pp. 1050-1055
Ongoing Assessments and Best Practices
 Anecdotal Records
 Status of the Class
 Reading and Writing Inventories/Surveys
Tools
 Scoring Rubric for written work - p.1046 Note: teachers may prefer to create a rubric
to highlight specifics of the assignment and/or 6 + 1 traits.
 Y – Chart (Best Practices Toolkit from Holt McDougal)
 Created rubrics/proficiency scales
Thursday, March 03, 2016
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