Unit Overview - Unit 1: Sifting for Truth

 

Understanding by Design: Finding Truth in Argumentative Writing  

Grade Level:    10

Unit Narrative: 

Students will learn how to identify quality sources of information and the different elements (claim, counterclaim, evidence, opinion, main idea, etc) of a nonfiction informational text. Students will also learn how to create their own arguments by writing claims and counterclaims and supporting these with evidence. 

 

CCSS ELA Reading

RI.9.1

Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text


RI.9.2

Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.

Long Term Reading Targets (student friendly language)


Students will be able to identify quality sources and give them credit


Students will be able to read information and be able to determine the main idea and how that main idea is supported throughout a text.

CCSS ELA Writing 


CCSS.ELA-LITERACY.W.9-10.1 Links to an external site. 

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

Long Term Writing Targets 


Students will be able to argue and organize a point and counterpoint while providing evidence and analyzing the strength and weaknesses of their points.



Students will be able to write clearly and concisely in an academic manner.


Students will be able to demonstrate their ability to research, plan, draft, and revise.

CCSS ELA Oral Communication


CCSS.ELA-LITERACY.SL.9-10.1
 Links to an external site.Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

CCSS.ELA-LITERACY.SL.9-10.1.A
 Links to an external site.Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

CCSS.ELA-LITERACY.SL.9-10.1.B
 Links to an external site.Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

CCSS.ELA-LITERACY.SL.9-10.1.C
 Links to an external site.Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

CCSS.ELA-LITERACY.SL.9-10.1.D
 Links to an external site.Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.


I will come prepared to actively participate in a discussion by listening and responding to others opinions in a respectful manner, while also providing my own.

Media Studies


Understanding Media Texts:

Identify the perspectives and/or biases evident in media texts, including increasingly complex texts, and comment on any questions they may raise about beliefs, values, identity, and power



Guiding Questions 

Big Ideas

Essential Questions


How do we gain knowledge from information?


What does it mean to look at different perspectives objectively?


What does it mean to argue?

Enduring Understanding


Everyday we are required to sift through information and decide what information is relevant, valid, and accurate.


We must be informed of multiple perspectives so that we are more effectively able to develop an educated argument and counter argument about a subject.




Performance Task

Students will create a research project arguing whether governments should defund or disband the police.. Students will use gather and analyze information using articles provided to create a well written and concise argument project.

 

Summative Assessments

Title:




Article Close-reading

Description:




Students will identify the main idea/claim of an article and discuss/analyze how it is supported with evidence and opinions.

Argumentative Research Paper

Students will construct a well organized and concise research project. The research project should analyze articles, videos, and podcasts to provide an argumentative claim about the topic. The claim should be supported by direct evidence from the articles.

Small Group Discussion

Students will participate in small group discussions to share their opinions and debate about a topic using the research they have gathered.




Formative Assessments

Self Evaluation on Article Close-Reading

Students will be given an article that they are required to evaluate and find the claim and 3 pieces of evidence that back that claim. They will then write a short summary and conduct a self evaluation of their summary. The teacher will aid in this process to ensure that students understand how to effectively extract information from an article.

Self Evaluation of Argumentative Project

Students will conduct a self evaluation of the rough draft of an argumentative essay they have written about a particular subject. The teacher will be a part of this process, as a guide to ensure that students understand what they should be critical of.

Self + Peer Evaluation of  Small Group Discussion

Students will evaluate their own and their peers' participation in a small group discussion.

 

Learning Plan

Learning Plan

Lesson

Instructional Focus
(specific learning objective)

Assessment

Lesson A

Mini Lesson: Determine central claim/idea of a text and Identify how a central claim develops (Using first article)

(Assign Article Close Reading Formative 1)

Lesson B

Mini Lesson: Analyze evidence showing claim development and write an objective summary (Using first article)

Formative 1 Article Close Reading Due @ Beginning of next class

Lesson C

Work Period/Conferencing 

  • Self Evaluation
  • Formative Grade
  • Work on second article 

Self Evaluation of Article 1 Close Reading Due

Lesson D

Mini Lesson: Identifying Strong Evidence, Quote Introduction, Punctuation, and Citation (Using second article) Writing/Reading Routinely Expectations 

Lesson E

Mini Lesson: How to participate in a Small Group Discussion

Lesson F

Small Group Discussion

Formative 2 Article Close Reading Due @ Beginning of next class

Lesson G

Work Period/Conferencing

  • Self Evaluation
  • Summative Grade
  • Work on other articles (5 total)

Self and Teacher Evaluation of Article 2 Close Reading Due

Lesson H

Mini Lesson: Creating a Claim, Counterclaim, and organizing evidence. (Assign Argumentative Research Project)

Lesson I

Mini Lesson: Point, Evidence, Explanation/Analysis, and Link  

Lesson J

Mini Lesson: Formal Style, Objective Tone, and Norms and Conventions

Research Check Due @ Beginning of next class

Lesson K

Small Group Discussion/Debate

  • Use this as an opportunity to help you work on your claims, counterclaims, evidence, and analysis

Lesson L

Work Period/Conferencing

  • Check for completion of research
  • Complete any missing research
  • Complete Argumentative Research Project Plan

Argumentative Research Project Plan Due @ End of class

Lesson M

Work Period/Conferencing

First Draft Due

Lesson N

Work Period/Conferencing

Final Draft Due

Lesson O

Flex