Grade 9-10 Quarter Unit 4 PLAN

Unit 4: Argument Writing

Unit Description: Students i!! rite an argument speec" to support a c!aim using in#ormationa!
te$ts%
Lengt": & ee's
(nduring
Understandings
A writer creates an argument to support a clear claim using valid and relevant textual evidence.
Readers construct meaning through analysis of the point of view, purpose, and central ideas being
communicated by an author within an informational text.
(ssentia!
Questions
- How do we best achieve freedom?
- Are you truly free?
)ommon )ore
Standards
*eading: +n#ormationa!
))SS%*+%9-10%1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text
))SS%*+%9-10%,: etermine a central idea of a text and analy!e its development over the course of the
text, including how it emerges and is shaped and refined by specific details" provide an ob#ective
summary of the text.
))SS%*+%9-10%-: etermine an author$s point of view or purpose in a text and analy!e how an author
uses rhetoric to advance that point of view or purpose.
))SS%*+%9-10%.: elineate and evaluate the argument and specific claims in a text, assessing whether
the reasoning is valid and the evidence is relevant and sufficient" identify false statements and fallacious
reasoning.
))SS%*+%9-10%10: %y the end of grade &, read and comprehend literacy nonfiction in the grades &-'(
text complexity band proficiently, with scaffolding as needed at the high end of the range.
%y the end of grade '(, read and comprehend literary nonfiction at the high end of the grades &-'( text
complexity band independently and proficiently.
Writing: Argumentati/e
))SS%W%9-10%1: )rite arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
))SS%W%9-10%4: *roduce clear and coherent writing in which the development, organi!ation, and style
are appropriate to tas+, purpose, and audience. ,-rade-specific expectations for writing types are defined
in standards './ above.0
))SS%W%9-10%&: evelop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
))SS%W%9-10%0: Conduct short as well as more sustained research pro#ects to answer a 1uestion
,including a self-generated 1uestion0 or solve a problem" narrow or broaden the in1uiry when
appropriate" synthesi!e multiple sources on the sub#ect, demonstrating understanding of the sub#ect
under investigation.
))SS%W%9-10%.: -ather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively" assess the usefulness of each source in answering the research
1uestion" integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.
))SS%W%9-10%9: raw evidence from literary or informational texts to support analysis, reflection, and
research.
))SS%W%9-10%10: )rite routinely over extended time frames ,time for research, reflection, and revision0
and shorter time frames ,a single sitting or a day or two0 for a range of tas+s, purposes, and audiences.
Spea'ing and Listening
))SS%SL%9-10%1: 2nitiate and participate effectively in a range of collaborative discussions ,one-on-one,
in groups, and teacher-led0 with diverse partners on grades &-'( topics, texts, and issues, building on
others$ ideas and expressing their own clearly and persuasively.
))SS%SL%9-10%1: 3valuate a spea+er$s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
))SS%SL%9-10%-: Adapt speech to a variety of contexts and tas+s, demonstrating command of formal
3nglish when indicated or appropriate.
Language
)on/entions o# Standard (ng!is"
&-'(.4.'5 emonstrate command of the conventions of standard 3nglish grammar and usage when
writing or spea+ing
))SS%L%9-10%,: emonstrate command of the conventions of standard 3nglish capitali!ation,
punctuation, and spelling when writing.
))SS%L%9-10%&: emonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
))SS%L%9-10%-: Ac1uire and use accurately grade-appropriate general academic and domain-specific
words and phrases" gather vocabulary +nowledge when considering a word or phrase important to
comprehension or expression.
)ogniti/e S'i!!s - 6a+e claims cited with text evidence in oral and written responses
- )rite arguments to support clear claims with valid reasoning and strong evidence from multiple
sources
- elineate and evaluate arguments and rhetorical strategies in an informational text
- Assess reasoning and evidence
- 2dentify false statements and fallacious reasoning
)ontent - Read various speeches concerning freedom
- 2dentify and analy!e concepts of freedom in the 78
- Compare concepts to world views of freedom
- )rite an argument essay claiming the best way freedom is to be achieved
- 7se multiple sources
- 3dit and revise argument writing appropriately
- *resent oral argument
Assessments
2D3 Diagnostic
243 4ormati/e
2S3 Summati/e
,0 . iagnostic Assessment5 ,)ee+ '0
,90 . Close Readings with C3A ,Claim, 3vidence, Analysis0 paragraphs ,)ee+ :-/0
,90 . 9irst raft of Argument 3ssay ,)ee+ ;0
,90 . Argument 3ssay *eer Review ,)ee+ ;0
,8<90 - -rade '( Argument Assessment ,64=<6alcolm > 8peeches0 - )ee+ ?0
,8<90 . Reflection of Assessment ,)ee+ ?0
5e$ts6*esources S"ort 5e$ts
- 9rom ,'&?@0 6artin 4uther =ingAs 8tride Boward 9reedom
- 9rom Cohn 9. =ennedy 2naugural Address '&D'
- 9rom Eelson 6andela An 2deal for )hich 2 Am *repared to ie '&D;
- 9rom 3mmeline *an+hurtFs 9reedom or eath '&'/
- 9rom Ei+ita =hrushchev Bhe Cult of the 2ndividual '&?D
7ideo
- Stride 5oard 4reedom https5<<www.youtube.com<watch?vG!@#uBHx(/mo
- 849:s +naugura! Address www.youtube.com<watch?vG%4miI3+?&n@
- An +dea! #or W"ic" + Am Prepared to Die www.youtube.com<watch?vG-8uDdD>@rn;
- 4reedom or Deat" www.youtube.com<watch?vGl+w;y?r%++g
- 5"e )u!t o# t"e +ndi/idua! www.youtube.com<watch?vG7JA1+hb@:#s
Learning
Acti/ities
Wee' 1
'. 8tudents will complete a reading<writing diagnostic assessment. ,R2', R2:, R2D, R2'(, )', );,
)'(, 4:0
:. 8tudents will ac1uire and use rhetorical strategy vocabulary. ,4D0
/. 8tudents will read to determine a central idea and analy!e how it is shaped by specific details.
,R2:, 84'0
Wee' ,
'. 8tudents will analy!e central ideas through close readings. ,R2'-:, 4;, 4D0
:. 8tudents will ma+e inferences supported by properly cited textual evidence in C3A paragraphs.
,R2', )', );, )&, 4'0
/. 8tudents will identify rhetorical strategies and their roles throughout the text. ,R2D, R2@, 4;, 4D0
;. 8tudents will discuss and evaluate central ideas and inferences. ,4',84 ', 84/, 84D0
Wee' 1
'. 8tudents will analy!e central ideas and evaluate the use of rhetorical strategies through close
readings. ,R2'-:, R2D, 4;, 4D0
:. 8tudents will evaluate argument-writing samples to determine clear claims with strong textual
support. ,R2', R2:, R2@, 84/0.
/. 8tudents will develop claims that analy!e a central idea. ,)'0
;. 8tudents will discuss and evaluate central ideas, claims, and inferences. ,R2@, 4',84 ', 84/,
84D0
Wee' 4
'. 8tudents will analy!e the development of central ideas and rhetorical strategies through close
readings. ,R2'-:, R2D, 84', 4;, 4D0
:. 8tudents will gather and evaluate information from multiple sources to support claims. ,R2', R2D,
R2@, )D-&, 84/0
/. 8tudents will draw evidence to support analysis. ,R2'-:, );, )&0
;. 8tudents will write first draft of the argument essay. ,)', );, )D, )K, )&, 4'-/, 4;, 4D0.
Wee' &
'. 8tudent will edit and revise drafts of the argument essay. ,R2D, R2@, )?-D, )&, 84', 84/, 4:0
:. 8tudents will publish and present final argument essay ,);-D, 84', 84/, 84D0
/. 8tudents will complete the Reading component of the summative<formative assessment. ,R2'-:,
R2D, R2@0
;. 8tudents will complete the )riting component of the summative<formative assessment. ,)',
);, )&0
?. 8tudents will write a reflection that discusses their performance on the assessment. ,);, )'(,
4', 4/, 4D0
Standards:
Reading 2nformational5 ', :,D,@,'(
)riting5 ', ;, @, &,
4anguage5 ', :, /, ;, D
Literar; 5e$ts: 9rom 6alcolm >Fs 8peech at the 9ounding Rally of the Irgani!ation of Afro-American
7nity '&D;
Description o# 5as's:
5as' 1: 8tudents will read excerpts from a speech by 6alcolm > and answer *ARCC-li+e 1uestions that
focus on central ideas and rhetorical strategies.
5as' ,: 8tudents will write an argument evaluating whether or not 6alcolm > has a valid means to achieve
freedom. Claim will be supported with at least : pieces of textual evidence.
Directions #or Administering Assessment:
'. Bwo ?( minute period assessment to complete Bas+ ' and Bas+ : ,)ee+ ?0
Students it" Specia! Needs:
L *rovide additional time to complete each step in the writing process ,prewrite, etc.0
Student Directions:
5as' 1: 8tudents will read excerpts from a speech by 6alcolm > and answer *ARCC-li+e 1uestions that
focus on central ideas and rhetorical strategies.
5as' ,: 2n your essay, ma+e a claim evaluating whether or not 6alcolm > provides a valid means to
achieve freedom. 8upport your response with at least : pieces of textual evidence.