Unit Planning

Organizer
Grade: 10
Unit: 4
Created By:
Jacquelyn Daters DeWitt
Central CSD;
Melia Larson West Liberty
CSD
Kathleen Learn MBAEA 9
1

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Note: Teachers are strongly encouraged to look at the UPO for the
context of assessments
Table of Contents
Step 1: Unit Standards .
p. 3
Iowa Core Standards- Priority Standards .
. p. 3
Iowa Core Standards- Support Standards
.... p. 3
Writing Standards Unwrapped and Depth of Knowledge
. p. 4
Speaking/Listening Standards Unwrapped and Depth of Knowledge
.. p. 5
Unit Essential Questions and Big Ideas ..
... p. 5
Step 2: Standards-Based Unit Assessments
. p. 5
Assessment and Performance Task Alignment of Unit Standards
.. p. 5
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers ..
. p. 5
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers
p. 5
Step 3: Standards-Based Performance Tasks
. p. 6
Performance Task Synopses
.... p. 6
Performance Task 1- In Detail
. p. 7
Performance Task 2- In Detail
. p. 9

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Notes:
Supporting standards may be embedded in performance tasks. If they
are not embedded, they must be assessed through teacher-designed
classroom measure.
Supporting standards will not be embedded in common formative
pre/post assessments.

Unit Planning Organizer

Subject(s)
Grade/Course
Title of
StandardsBased Unit
Estimated
Duration of
Unit
Unit
Placement in
Scope &
Sequence

ELA
Grade 10
Argument: Critical Speaking and Writing
3+1

Step 1: Unit Standards

Iowa Core Standards- Priority Standards (to be instructed and
assessed)
W.910.1

Write arguments to support claims in an analysis of substantive topics or texts,

using valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or
opposing claim(s), and create an organization that establishes clear
relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each
while pointing out the strengths and limitations of both in a manner that
anticipates the audiences knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text,
create cohesion, and clarify the relationships between claim(s) and
counterclaims.
d. Establish and maintain a formal style and objective tone while attending to
the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follow from and supports the
3

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

argument presented.
W.910.7

Conduct short as well as sustained research projects to answer a question

(including a self-generated question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources on the subject,
demonstrating understanding of the subject under investigation.
Present information, findings, and supporting evidence clearly, concisely, and
logically such that listeners can follow the line of reasoning and the organization,
development, substance, and style are appropriate to purpose, audience, and
task.

SL.910.4

Iowa Core Standards- Support Standards (to be instructed and

assessed)

Note: Not all supporting standards will be measured through Standards-Based CFA or
Performance Task listed below.
RI.9-10.1, W.9-10.4, L.9-10.1, L.9-10.2, L.9-10.3

Writing Standards
Priorit
y
Stand
ard
W.910.1

Unwrapped Skills
(students need to be able to
do)
(verbs and verb phrases)
Write

Unwrapped Concepts
(students need to know)
(noun/noun phrases)

Use

Introduce
Distinguish
Create

Develop

Arguments to support claims in

an analysis of substantive
topics or texts
Valid reasoning and relevant
and sufficient evidence

Depth of
Knowledg
e
3, 4

Precise claim(s)
The claim(s) from alternate or
opposing claims
An organization the establishes
clear relationships among
claim(s), counterclaims,
reasons, and evidence
Claim(s) and counterclaims
fairly
Evidence for each while
4

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Use
Create
Clarify

Establish and maintain

Attend

Provide

pointing out the strengths and

limitations of both in a manner
that anticipates the audiences
knowledge level and concerns
Words, phrases, and clauses to
link the major sections of the
text
Cohesion
The relationships between
claim(s) and counterclaims
A formal style and objective
tone
To the norms and conventions
of the discipline in which they
are writing
A concluding statement or
section that follows from and
supports the argument
provided

Speaking/Listening Standards
Priorit
y
Stand
ard
SL.910.4

Unwrapped Skills
(students need to be able to
do)
(verbs and verb phrases)
Present

Unwrapped Concepts
(students need to know)
(noun/noun phrases)

Information, findings, and

supporting evidence clearly,
concisely, and logically such
that listeners can follow the
line of reasoning and
organization, development,
substance, and style are
appropriate to purpose,
audience, and style.

Depth of
Knowledg
e
1, 2, 3

Unit Essential Question and Big Ideas

Essential Questions

Big Ideas
5

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

What makes an argument effective?

Why is audience important when presenting

an argument?

Effective arguments support claims in an

analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient
evidence.
Writers and speakers must consider the
knowledge and possible feelings and opinions
of the audience to be effective.

Step 2: Standards-Based Unit Assessment

Assessment and Performance Task Alignment of Unit Standards
Assessment/Performance Task

Assessed Standards

Pre CFA
W.9-10.1
Performance Task #1
SL.9-10.4, L.9-10.1
Performance Task
W.9-10.1, W.9-10.7, L.9-10.1, L.9-10.2, L.9#2/Post CFA
10.3
Standards-Based Common Formative Post-Assessment (CFA)
See Performance Task #2

Standards-Based Common Formative Pre-Assessment (CFA)

Standards: W.9-10.1
Teacher Directions: Students will write an argumentative essay (multiple paragraphs) that
establishes a claim and supports it.
Student Directions:
Differences of opinion exist, and this can be a healthy situation as various points of view are
considered and clarified. Write an effective argumentative multi-paragraph essay in which
you take a position (pro or con), support it, and consider the opposition.
Possible topics:
Year-around school
Eliminate print and media ads for beverages containing sugar
Allowing employers from hiring prospective employees who have tattoos that show
Scoring Guide
Exemplary
All proficient
criteria plus:
o Creates an
organizatio
n that
logically

Proficient
Introduces precise claim(s)
Distinguishes the claim(s) from alternate
or opposing claims,
o Creates an organization that establishes
clear relationships among claim(s),
counterclaims, reasons, and evidence
o
o

Close to
Proficient
o Meets 7-9
of the
proficient
criteria.

Far from
Proficient
o Meets fewer
than 7 of
the
proficient
criteria.

Comments:
6

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

sequences
claim(s),
counterclai
ms,
reasons,
and
evidence

o
o

o
o
o
o

Develops claim(s) and counterclaims

fairly
Supplies evidence for claim(s) and
counterclaims while pointing out the
strengths and limitations of both in a
manner that anticipates the audiences
knowledge level and concerns
Uses words, phrases, and clauses to link
the major sections of the text
Creates cohesion,
Clarifies the relationships between
claim(s) and counterclaims
Establishes and maintains a formal style
and objective tone while attending to the
norms and conventions of the discipline
in which they are writing
Provides a concluding statement or
section that follows from and supports
the argument provided

Step 3: Standards-Based Performance Tasks

Performance Task Synopses
Task 1: (Priority Standards codes): SL.9-10.4, Supporting Standard: L.9-10.1 -Synopsis: Students prepare two oral presentations directed to different audiences.
Task 2: (Priority Standards codes) W.9-10.1, (Include Support Standards codes if
applicable) L.9-10.1, L.9-10.2 L.9-10.3 Synopsis: Students write a formal argument
essay.

Performance Task # 1- In Detail

Priority Standards: SL.9-10.4
Supporting Standards (if applicable): L.9-10.1
Big Idea/s: Effective arguments support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence. Writers and speakers must
consider the knowledge and possible feelings and opinions of the audience to be effective.
Essential Question/s: What makes an argument effective?
7

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Why is audience important when presenting an argument?

DOK: 1, 2, 3
Synopsis:
Teacher Directions:
The role of audience is important in writing and speaking. Prepare two short oral
presentations on the same topic to deliver to two different audiences.
Possible examples:
Legalization of marijuana to college students vs. medical professionals (or cancer
patients)
Year-around school to educators vs. students
Taxes imposed on services and products such as tanning, cigarettes, gasoline to
teenagers vs. policy makers (state or federal)
Pay of professional athletes to high school football team vs. high school teachers
Third grade retention to parents of elementary students vs. school administrators
Teacher determines the minimum and maximum length of each presentation.
Student Directions:
The role of audience is important in writing and speaking. Prepare two short oral arguments
on the same topic to deliver to two different audiences while keeping the same position on
the topic. Your purpose is to convince audiences to accept your point of view.
Possible examples:
Legalization of marijuana to college students vs. medical professionals (or cancer
patients)
Year-around school to educators vs. students
Taxes imposed on services and products such as tanning, cigarettes, gasoline to
teenagers vs. policy makers (state or federal)
Pay of professional athletes to high school football team vs. high school teachers
Third grade retention to parents of elementary students vs. school administrators
To complete this task:
Research
1. Identify topic and two audiences.
2. Conduct independent research:
develop a claim
identify evidence to support the claim
assess the validity of the reasoning
Preparation:
1. Write a draft of script or outline for first audience.
2. Write a draft of script or outline for second audience.
3. Rehearse
Note: Look carefully at the accompanying scoring guide.

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Delivering the Individual Presentations:

1. Each student makes two presentations as directed.
2. Students may choose to take notes on other presentations for use in Performance Task #
2. Teacher will provide a brief overview of PT #2.
3. Classmates respond to presentations in a respectful way.
Scoring Guide Performance Task #3 (SL.9-10.4)
Exemplary
Proficient
Fulfills all of
the proficient
criteria PLUS
one of the
following:
o NA

Presents information, findings, and

supporting evidence:
clearly
concisely
logically
o Presents such that listeners can
follow the line of reasoning and the
organization
Presents so that
development is appropriate to
purpose, audience, and task
substance is appropriate to
purpose, audience, and task
style is appropriate to purpose,
audience, and task

Scoring Guide PT #1 L.9-10.1

Exemplary
All proficient
criteria plus:
o NA

Close to
Proficient
o Meets 5 - 6 of
the proficient
criteria.

Far from
Proficient
o Meets fewer
than 5 of the
proficient
criteria.

Comments:

Proficient

Demonstrates command of the

conventions of standard English
grammar and usage when writing or
speaking

Close to
Proficient
o Meets
zero of
the
proficient
criteria.
Comments:

Far from
Proficient
o NA

Performance Task # 2/Post Assessment - In Detail

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Priority Standards: W.9-10.1, L.9-10.1, L.9-10.2, L.9-10.3

Supporting Standards (if applicable):
Big Idea/s: Effective arguments support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
Writers and speakers must consider the knowledge and possible feelings and opinions of the
audience to be effective.
Essential Question/s: What makes an argument effective?
Why is audience important when presenting an argument?
DOK: 1, 2, 3
Synopsis: Students write a formal argument essay (paper).
Teacher Directions:
Students will write a formal argument essay on the same topic as PT #1.
Students will need to briefly research the topic to identify counterclaims.
Student Directions:
Argument is all around us: TV ads, excuses to parents or teachers, disagreements with
others, etc. Knowing how to present an effective argument is a key to success. Using one of
your arguments from PT #1, write an effective argument essay designed to convince a
specific audience.
1. Select a topic.
2. Gather research notes or conduct additional research to identify and consider
counterclaims.
3. Engage in the writing process to develop the essay.
Note: Teacher and students should carefully review the criteria on the accompanying
Scoring Guides.
4. Prepare a final draft.

Scoring Guide Performance Task #4 (W.9-10.1)

Exemplary
Proficient

Close to
Proficient

Far from
Proficient

10

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

Fulfills all of the

proficient criteria
PLUS one of the
following:
o NA

Introduces precise claim(s)

distinguishes the claim(s)
from alternate or opposing
claims
creates an organization
that establishes clear
relationships among
claim(s), counterclaims,
reasons, and evidence
develops claim(s) and
counterclaims fairly,
supplying evidence for
each
points out the strengths
and limitations of claim(s)
and counterclaims in a
manner that anticipates
the audiences knowledge
level and concerns
uses words, phrases, and
clauses to link the major
sections of the text, create
cohesion
clarifies the relationships
between claim(s) and
counterclaims
establishes and maintains
a formal style
establishes and maintains
an objective tone
attends to the norms and
conventions of the
discipline in which they
are writing
provides a concluding
statement or section that
follows from and supports
the argument presented

Scoring Guide PT #1 L.9-10.1

Exemplary

Proficient

Meets 8-10 of
the proficient
criteria.

Meets fewer
than 8 of the
proficient
criteria.

Comments:

Close to
Proficient

Far from
Proficient
11

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.

All proficient
criteria plus:
o NA

Demonstrates command of the

conventions of standard English
grammar and usage when writing or
speaking

Scoring Guide for PT #2/Post Assessment L.9-10.2

Exemplary
Proficient
All proficient
criteria plus:
o NA

o
o
o

Observes capitalization conventions

Observes punctuation conventions
Observes spelling conventions

Scoring Guide for PT #2/Post Assessment L.9-10.3

Exemplary
Proficient
All proficient
criteria plus:
o NA

Conforms to the guidelines in a style

manual appropriate for the discipline
and writing type

Meets
zero of
the
proficient
criteria.
Comments:

NA

Close to
Proficient
o Meets
_2__ of
the
proficient
criteria.
Comments:

Far from
Proficient
o Meets fewer
than _2__ of
the
proficient
criteria.

Close to
Proficient
o NA

Far from
Proficient
o NA

Comments:

12

Updated: August 1, 2015

Created by a team of Mississippi Bend AEA 9 teachers and Quality Learning Reading Consultants.