ELA10Term2SY201516WeeklyCurriculum&PacingGuide

TableofContents
Introduction+EssentialQuestions
ThemesandTexts
CommonAssessments
CommonRubricsandGrading
UnitCalendar
WeeklyLessonPlans

Introduction
Thethematicflowofthisunitwillintroducestudentstotheconceptofjusticeandusethistodevelopargumentativewritingasameanfightinjusticeinour
world.Theywillbeginwithadiscussionofhowourunderstandingsofrightandwrongareofteninfluencedbyculture,societyandcommunity.Thentheywill
discussstoriesofcivildisobedience,responsibilityandfinallymodern/currentexamplesofinjustice.Thisunitisdesignedaroundastandardsbasedgradingcycle
withfivefocusstandards.Inadditiontodevelopingstudentsunderstandingofinjusticethisunitismeanttodeveloptheirargumentativewriting,researchand
presentationskills.
Asyouplanyourlessons,keeptheunitquestionsbelowinmindusethemtopromptstudentstoconsiderthecommonalitiesacrossvarioustextsandthe
differencesbetweenthem,aswellaswhattheirownpersonalexperienceleadsthemtobelieveaboutthequestions.(Note:therearenotexplicitobjectiveswithin
theunitplanthatpromptstudentstoconsidertheideasacrosstextsitisyourresponsibilitytointegratethisintoyourteaching.)

EssentialQuestions
SpringBoardEssentialQuestions
Whatissuesresonateacrosscultures,andhowareargumentsdevelopedinresponse?
SubQuestions
Whatissuescanbefoundinallcultures?
Whataresomeinstancesofinjusticeinournationorcommunity?
Wheredoourideasofrightandwrongcomefrom?
Whatiscivildisobedience?
Wheniscivildisobediencethecorrectresponseandwhenisitnot?
Whoseresponsibilityisittoendinjustice?
Whatpartcanweplayinendingtheseexamplesofinjustice?
Howholdingpeopleaccountableandsharingthetruthaboutinjusticeleadtohealing?

ThemeandTexts
Thethematicflowoftheunitismeanttostartstudentsformingtheirownopinionaboutsustainableissuesanddefendingtheseopinionswithstrongargumentative
writing.Thenguidethemtoresearchissuesforthemselvesandusethisresearchtosupportargumentsaboutthetopic.Thisunititbasedonspringboardunit2
part2.
Unit3 Unit4

FocusStandards FocusStandards
1. Inference(RL/RI.1) 5. Argumentativeessay(W.1af)
2. Argumentativeparagraph(W.1ae) 6. Citationresearch(W.8b)
3. CitationWorkscited(W.8b) 7. Research(W.8a)
4. SubjectVerbAgreement(L.1) 8. Presentation(SL.4)

Part1 Part2 Part3 Part4

Theme:Punishment Theme:CivilDisobedience Theme:Genderequality Theme:PersonalResearch
EssentialQuestions: EssentialQuestions: EssentialQuestions: EssentialQuestions:
Whatissuescanbefoundinall Whatiscivildisobedience? Whatissuescanbefoundinall Whatpartcanweplayinending
cultures? Wheniscivildisobediencethecorrect cultures? theseexamplesofinjustice?
Howtotreatpeoplewhobreakthe responseandwhenisitnot? Howtotreatmenandwomen? Whatissuesresonateacross
law? Whoseresponsibilityisittoend Wheredoourideasofrightand cultures,andhowarearguments
Wheredoourideasofrightand injustice? wrongcomefrom? developedinresponse?
wrongcomefrom? Whatpartcanweplayinendingthese
examplesofinjustice? Texts: Texts:
Texts: EmmaWatsonUNaddress Studentsresearch
TimetoAssertAmericanValues Texts: (supplement)
(editorial,springboard2.13) Collectionofvideosonresistance Studentresearch EnrichmentTexts:
RoughJustice (supplement) ?
(springboard2.13) OnCivilDisobediencebyGandhi EnrichmentTexts:
(speech,springboard) ExcerptsfromHalftheSkybookor Assessment:
EnrichmentTexts: MalcolmX documentary Unit4summativeessay,research
? (speech,supplemented) andpresentation
Assessment:U nit3Midtest Assessment:
argumentativeparagraph EnrichmentTexts: Unit4Midtestargumentative Semester1Finalexam
IamMalalaDocumentary researchpresentation
(supplemented)
Assessment:U nit3Summative
argumentativeessayandpresentation

IndependentReading:
Consideraplay,anovel,anonfictionbook,oracollectionofessaysandartworkthatexplorethenatureofjustice.Youmightconsiderthefollowing:
TheHelpbyKathrynSockett
TheMerchantofVenicebyWilliamShakespeare
MalcolmX:ALifeofReinventionbyManningMarable
BleakHousebyCharlesDickens
TheKiteRunnerbyKahledHossieni
 TheBreadwinnerTrilogy,byDeborahEllis
ALittlePieceofGround,byElizabethLaird
IAmNujood,Age10andDivorced,byNujoodAliwithDelphineMinoui
FarewelltoManzanarbyJeanneWakatsuki

Common
StrategiesandContent
Partsofanargument Introduction
Claim Hook=grabsyourreadersattention
Counterclaim Questions,fact,interestingdetailfromthetext,
Whenteachinganddiscussingalwaysphraseitasthe Background=whatyourreaderwillneedtoknowtounderstandyour
opponentscounterclaim,neveryourcounterclaimb/cwe essay.Thinkaboutanythingyoudonotexplainordefineinyourbody
wantstudentstorealizethatcounterclaimsarethearguments paragraphsbutreferenceoften.
ofyouropponentsnotjustyourandomlyswitchingsides. Types:Historicalcontext,importantdefinitions,summaryof
Rebuttal thestory,informationabouttheauthor
Notjustrestatingyourclaim,shouldaddressthepointsmade Thesis=yourclaim,whatyouwillargueisliketheroadmapofyour
intheopponentscounterclaim. essay,
Canbringinnewfactstotargetthecounterclaim,morallytear Version1:Claim+Previewreasons
downeachpointorclearlyexplainwhythefactsmentionedin Version2:Counterclaimvs.Claim(Theysay/Isay)
theclaimprovethemwrong. Lengths
12ACEperparagraph
Thesis Individualparagraphscango:Topicsentence,ACE,ACE,Topic
Theysay..Isay sentenceorTopicsentence,CE,CE,Topicsentence
Isay...
Possibleoutlines
Workscited Version1:P1:Claim,P2:counterclaim,P3:rebuttal
Putthetitle,author,publisheranddateonallreadingssothatstudents Version2:P 1:Claim,P2:Claim,P3:counterclaim/rebuttal
arealwaysabletopracticeworkscited Version3:P 1:Claim,P2:Counterclaim/rebuttal,
Freecitationgenerator:refme.com P3:Counterclaim/rebuttal
Version4:P 1:CounterclaimP2:Rebuttal,P3:Claim,

Conclusion
Restatethesis=differenttopicsentence+reviewcanbeinseparate
sentencesorone.
Texttoworldconnectionand/orcalltoaction

Research
Crediblesources
Ebscohostisadatabaseallstudentshaveaccessto.They
canselectelementary,Middleorhighschool.

AnnotatedBibliography=Workscited+plusasummary

Presentations


Common Assessments
Althoughallteachershaveuniqueclassroomstylesthatworkforthemandtheirstudentsallgradelevelteacherswillbeexpectedtosharecommonassessments.
Thiswillallowthecoursealiketoensurethatstudentsaremeetingthesamelevelsofmasterybeforeadvancingtothenextgradelevel.Teachersshouldgrade
studentworkwiththeserubrics,checkingoffallicanstatementsthatareproventobetruebythispieceofwork.Toearnaratingastudentmustcheckallican
statementsinthatrangeandbelow.
Title Assignment Expectation Howtoassess
TermPreTest Youjustreadaboutfourwomenwhowere Expectations:Handwrittenortyped5paragraphessaywithintroand CommonRubrics:
Writing forcedtostopspeakingtheirmother conclusionparagraph.23quotesperbody.Paragraphwithintext Standard1inference
languageinschool. citationandannotatedbibliography. Standard2
(supplemented) SuggestedOutline: Argumentativeparagraph
Prompt:Inawellorganizedargumentative Allessayshave Standard3Citationin
essaydefendyourbeliefsonwhether Intro:Hook,Background,Thesistopic+preview text+workcited
studentsshouldbeabletospeak Conclusion:Restatethesisconclusion+review,Calltoaction Standard4Subjectverb
nonstandardEnglishinschools? Version1 Standard5
Checklist: Claim Argumentativeessay
Essayhas5paragraphswitha Counterclaim Standard6Citationin
claim,counterclaimandrebuttal. Rebuttal research
Citedevidencefromthe Version2 Standard7research
biographiestosupportyour Claim Standard8presentation
argument. Claim
Citedall4biographiesintheworks Counterclaim/Rebuttal
Citedpageattheendoftheessay Version3
Claim
Texts: Counterclaim/Rebuttal
4personalanecdotes Counterclaim/Rebuttal
Possibleanswers:
DOK:3 Claim
Havetheirlanguagerespectedbytheirteachersandpeers.
Beabletospeaktheirlanguageinconversationswithfriendsand
family.
Counterclaim
Studentmustlearnenglishiftheyaretocompeteintheworkforce
orcollege.
Languageslikepidgindontencouragestudentstobeintelligent
becausetheyaresimple
Rebuttal
Learnenglishasanalternativenotabetterlanguage.Students
shouldbeseenasbilingualnotsomethingthatneedstobefixed.
 Pidginandothernonenglishlanguageshavegrammarjustlike
english.
Unit3MidTest Singaporehassomeofthelowestviolent Expectations:Handwrittenortyped1paragraphwithtopicand CommonRubrics:
corporal anddrugcrimeratesintheworld,whilethe conclusionsentence.23quoteswithMLAintextandannotated Standard1inference
punishment UnitedStateshassomeofthehighest bibliography. Standard2
paragraph violentanddrugcrimerates.Thesuccess SuggestedOutline: Argumentativeparagraph
ofSingaporesjusticesystemisthoughtto Thesistopic+preview Standard3Citation
(supplemented) belargelyduetoitsuseofcorporal ClaimACE Standard4complete
punishment. CounterclaimACE sentences
RebuttalACE
Prompt:Inawellorganizedargumentative Restatethesisconclusion+review
paragrapharguew hetherornotcorporal Possibleanswers:
punishment,suchascaning,shouldbe noneverb/citisunethical:
usedintheU.S.?Whyorwhynot? ClaimsCorporalpunishmentshouldnotbebroughttotheUSb/c
itiswrongtohurtpeople,evencriminals.
Checklist: Counterclaim:Howcanthegovernmentandlawsbetaken
Citedevidencefromboththeclass seriously.
texts. Rebuttal:Wehavejailtimeandfines
CitedbothtextsintheworksCited Nob/citwillnotworkinUS
pageattheendoftheessay Claims:CorporalpunishmentisshouldnotbebroughttotheUS
b/citwontactuallystopcrimes.
Texts: Counterclaim:ItworksinSingapore
TimetoAssertAmericanValues Rebuttal:Thatisprobablyb/ctheyhaveaculturethatvaluesthe
RoughJustice groupmorethanthesociety,whiletheUShasaculturethat
valuestheindividual.
DOK:3 yesasprevention
Claim:CorporalpunishmentshouldbebroughttotheUSb/c
maybethenpeoplewillbeafraidtobreakthelaw.
Counterclaim:Peoplealreadycommitcrimesdespitejailthreats
theywillprobablystillcommitcrimes
Rebuttal:
yesaspunishment
Claim:CorporalpunishmentshouldbebroughttotheUSb/cthen
maybcriminalswontbreakthelawagain.
Counterclaim:
Rebuttal:
Unit3 Youhavereadandwatchedinstancesof Expectations:Handwrittenortyped1paragraphwithtopicand CommonRubrics:
Summative nonviolentprotestandviolentprotest. conclusionsentence.23quoteswithMLAintextandannotated Standard1inference
Civil IncludingreadingspeechesbyMohandas bibliography. Standard2
disobedience GandhiandMalcolmX.ForMohandas SuggestedOutline: Argumentativeparagraph
paragraph Gandhi,nonviolentprotestworkedfor Thesistopic+preview Standard3Citation
othersithasnot. ClaimACE Standard4complete
(supplemented) CounterclaimACE sentences
 Prompt:Inawellorganizedargumentative
paragraphargueforwhethernonviolentor
violentprotestisthebetterwaytofight
injustice.
Checklist:
Citedevidencefromclasstextsor
videos.
Citedanytextsorvideosquotedin
theworksCitedpageattheendof
theessay
Texts:
OnCivilDisobedience
ByanyMeansNecessary
DOK:3
Unit4Midtest Pickaclaimfromthelistaboutgender Expectations:
Gender inequalityaroundtheworldandresearch
researchproject howandwhythisissueoccurs?
(supplemented) Prompt:Usewhatyoulearnedfromyour
researchandwriteawellorganized
argumentativeessayarguingforwhyyour
topicshouldbeconsideredaformof
injustice.Addressthereasonsopponents
stillpracticethisinyourcounterclaim,then
logicallyrefutethiscounterclaimby
explainingwhyitisnotjustified.
Youwillalsopresentasummaryofyour
topicandrebuttalina2minindividual
presentationtoyourclassmates.
RebuttalACE
Restatethesisconclusion+review
Possibleanswers:
nonviolenceisthebestwaytoprotest
Claim:nonviolenceitthebestanswer
Counterclaim:nonviolenceiseasytoignore,sometimesthese
issuesdeserveviolence
Rebuttal:violenceonlyleadtomorehate,violencecanharm
innocentpeople,itisneveroktobeviolent
violenceisthebestwaytoprotest
Claim:violenceitthebestanswer
Counterclaim:violenceonlyleadtomorehate,violencecanharm
innocentpeople,itisneveroktobeviolent
Rebuttal:nonviolenceiseasytoignore,sometimestheseissues
deserveviolence
Itdependsonthesituation
Counterclaim1:violenceitthebestanswer
Rebuttal1:violenceonlyleadtomorehate,violencecan
harminnocentpeople,itisneveroktobeviolent
Counterclaim2:nonviolenceitthebestanswer
Rebuttal2:nonviolenceiseasytoignore,sometimes
theseissuesdeserveviolence
Claim:Ifthesituationcanbehandlednonviolentlytrythatfirst
thenifitisaseriousenoughformofinjusticeandnonviolence
doesnotworktryviolence.
CommonRubrics:
Handwrittenortyped5paragraphessaywithIntroandconclusion Standard5
paragraph.23quotesineachbodyparagraphwithMLAintext Argumentativeessay
andannotatedbibliography. Standard6Citation
34onlinesourcesfromgoogleorEbscoHost Standard7research
2minindividualpresentationatthefrontofclasswithslides. Standard8presentation
SuggestedOutline:
Allessayshave
Intro:Hook,Background,Thesistopic+preview
Conclusion:Restatethesisconclusion+review,Calltoaction
Version1
Claim
Counterclaim
Rebuttal
Version2
Claim
 Claim
Checklist: Counterclaim/Rebuttal
Citedevidencefromclasstextsor Version3
videos. Claim
Citedanytextsorvideosquotedin Counterclaim/Rebuttal
theworksCitedpageattheendof Counterclaim/Rebuttal
theessay PossibleAnswers:
Typesofevidenceneeded
Texts: Claimharms,statisticsofoccurrence,toprovewhyitisinjustice
EmmaWatsonUNaddress Counterclaimculturalreasonsforpracticingit
Studentresearch RebuttalWhytheseculturalreasonsdonotjustifyit
Listofhumanrights.
DOK:4
Unit4 Inthisunitwehavelearnedaboutmany Expectations: CommonRubrics:
Summative issuesofinjusticeandquestionedwhatis Handwrittenortyped5paragraphessaywithIntroandconclusion Standard5
therightresponseforourselvesandour paragraph.23quotesineachbodyparagraphwithMLAintext Argumentativeessay
Personal governments. andannotatedbibliography. Standard6Citation
researchessay 34onlinesourcesfromgoogleorEbscoHost Standard7Research
and Prompt:Y ourfinalassignmentisto 2minindividualpresentationatthefrontofclasswithslides. Standard8presentation
presentation researchaspecificculturalissueregarding SuggestedOutline:
(adaptedfrom discriminationorinjusticeandwritea5 Version1
springboardpg) paragraphessayarguingwhythistopicis Intro:Hook,Background,Thesistopic+preview
anissueofinjusticethatshouldnotbe Claim
allowedtocontinue. Counterclaim
Rebuttal
Youwillalsopresentasummaryofyour Conclusion:Restatethesisconclusion+review,Calltoaction
topicandrebuttalina2minindividual Version2
presentationtoyourclassmates. Intro:Hook,Background,Thesistopic+preview
Claim
Checklist: Claim
Citedevidencefromclasstextsor Counterclaim/Rebuttal
videos. Conclusion:Restatethesisconclusion+review,Calltoaction
Citedanytextsorvideosquotedin Version3
theworksCitedpageattheendof Intro:Hook,Background,Thesistopic+preview
theessay Claim
Counterclaim/Rebuttal
Texts: Counterclaim/Rebuttal
Studentresearch Conclusion:Restatethesisconclusion+review,Calltoaction
PossibleAnswers:
DOK:4

Semester1 40multiplechoicequestionsoverall Inference(RL/RI.1) Notassessedbycommon
FinalExam applicablefocusstandardsfromquarter1 Argumentativewriting(W.1ae) rubrics,findoverall
and2(link) Informationalwriting(W.2ac) averagemasteryorfocus
Citationintext(W.8b) standardson
Research(W.8a) Masteryconnect.
Subjectverbagreement(L.1a) Mastery=3out4
CompleteSentences(L.1) NearMastery=2out4
Extraprompts:
Prompt:Iscivildisobedienceamoralresponsibilityofacitizen?Writeanessaythataddressesthequestionandsupportyourpositionwithevidencefromtextsin
thispartoftheunitandreallifeexamplestoillustrateorclarifyyourposition.
Prompt:1 5millionchildreninAmericaexperiencedfoodinsecurityin2014.Welearnedabouttherightseverychildintheworldissupposedtohave,oneofwhichis
adequatenutrition.Ifeverychildisentitledtoenoughfoodwhoisresponsibleforensuringthattheyarefeed?Isthegovernmentorareparentsresponsiblefor
makingsurenochildishungry?Inawellorganizedparagraphexplainyouranswer.
Findevidencefromourreadingstosupportyourargumentreasons,counterclaimandrebuttal.
Besuretociteyourevidenceinyourparagraphandwriteaworkscitedpageattheend.

Common Grading
Teachersshouldgradestudentworkwiththeserubrics,checkingoffallIcanstatementsthatareproventobetruebythispieceofwork.Toearnaratinga
studentmustcheckallIcanstatementsinthatrangeandbelow.
Teachershouldbasereportcardgradesonaveragemasteryacrossfocusstandardsonlyasassessedonsummativeassessmentsbythecommon
rubrics.Teachersshouldtakethemostrecentattemptforeachstandard.
Term2reportcardgradesis90%theaveragemasteryacrossallfocusstandardsinunit3summativeandunit4summativeand10%thetheaverage
masteryacrossallfocusstandardsonthesemesterfinal
0.9((Unit3+Unit4)/2)+0.10(finalexam)=Term2averagemastery
A=averagemasteryoffocusstandards3.5to4.0(nozeros)
B=averagemasteryoffocusstandards3.0to3.4(nozeros)
C=averagemasteryoffocusstandards2.0to2.9(nozeros)
D=averagemasteryoffocusstandards1.51.9(nozeros)
F=averagemasteryoffocusstandards1.4orless
Ifastudentgot
2,3,4,2=11/4=2.75averageonthecorporalpunishmentparagraph
3,3,4,4=14/4=3.5averageontheinjusticeessay
3,3,4,3,2,4,3=22/7=3.14averageonthesemesterfinal
0.9((Unit3+Unit4)/2)+0.1(finalexam)=0.9((2.75+3.5)/2)+0.1(3.14)=3.13=B

Common Rubrics
Firstcolumnisforstudentstoreflectonrubric
=knowit,O=kindof,X=needtolearnit
Secondcolumnisfortheteachertograde
=workshowstheyknowit,X=workshowstheyneedtolearnit
TeachershouldmarkallIcanstatementsbutstudentsscoreisbasedontheirhighestcompletedlevel,meantheygotallthechecksuptothatpoint.
Wholenumbersonly.
[RL/RI.910.1]
Standard1:Inference(Icanmakeanaccurateinferencebaseddetails.)
1:Fartogo Icandrawconclusionsbasedondetailsfromthetext. Score=
 Icandrawaccurateconclusionsbasedondetailsfromthetext. Comments:
2:Near
IcancitethedetailsfromthetextthatIbasedmyconclusionon.
mastery
Icanstatethatthedetailsfromthetextconnecttomyconclusion.
3:Mastery Icanexplainhowandwhythedetailsfromthetextprovemyconclusion.
Icandrawconclusionsthatrelyonanentiretextormultipletexts.
4:Advanced
Icanexplaintexttoworldconnectionthatsupportmyconclusions.
[W.910.1]
Standard2:ArgumentativeParagraph(Icanwriteawellorganizedargumentativeparagraph)
Icanwriteatopicsentencethatclearlystatesmypositionontheissue. Score=
1:Fartogo
Icanwriteaconclusionsentencethatrestatesmypositionontheissue. Comments
Icandevelopreason(s)thatsupportmypositionontheissue
2:Near Icanwriteacounterclaimthatanticipatesopposingideas.
Mastery Icanuseevidencetosupportthereasonsformyclaimsandcounterclaims.
Icanprovidecontextaboutmyevidence.
3:Mastery Icanclearlyexplainhowmyevidencesupportsmyclaimsandcounterclaims.
Icanprovideaneffectivelyrebuttalthatrefutes(disprove)anticipatedcounterclaims.
Icanfullyconsiderthestrengthsandweaknessesofbothsidesoftheissueinordertoprovemy
4:Advanced
claim.
[W.910.8b]
Standard3:CiteEvidencewithworkscited(Icanciteallevidenceinmyessayandworkscited.)
Icanusequotesfromsourcestosupportideas. Score=
1:Fartogo
Icanwritetheauthorandpagenumberinparenthesesattheendofthesentence. Comments
2:Near Icanintroducemyquoteusingthesourceverbintroduction.
Mastery IcanciteallsourcesfrommyresearchinaWorksCitedpage.
Icanuseavarietyofsourceverbintroductions.
3:Mastery
IcancorrectlyciteallsourcesintheWorksCitedpageusingMLAformat.
4:Advanced Icanintegratemyquoteintoacomplexsentence.
[L.910.1]
SubjectVerbAgreement:Icancompleteawritingassignmentthatincludesappropriatesubjectverbagreement.
1fartogo Icanwritearesponsewithasubject(noun)andaverbineverysentence. Score=
2nearmastery Icanwritearesponseinwhichallregularverbsagreewiththesubject. Comments:
3Proficient Icanwritearesponseinwhichallirregularverbsagreewiththesubject.
Icanwritewithsubjectverbagreementwhenusingcomplexsentencestructureorhighlevel
4advanced
academicvocabulary.
[W.910.1]
Standard5:ArgumentativeEssay(Icanwriteawellorganizedargumentativeessay.)
Icanwriteathesisthatclearlystatesmypositionontheissueandpreviewmyreasons. Score=
1:fartogo
Icanwriteanaccuratecounterclaimthatanticipatesopposingarguments. Comments:
Icanwriteanintroductionthatgivesbackgroundonthetopic.
2:Near Icandevelopreasonsthatsupportmypositionontheissue
Mastery
Icanuseevidencetosupportthereasonsfortheclaimsandcounterclaims.
Icanclearlyexplainhowtheevidencesupportstheclaimsandcounterclaims.
Icanprovideaneffectiverebuttaltorefute(disprove)anticipatedcounterclaims.

3:Mastery Icanwriteaconclusionthatreviewsthemainideasandrestatesthethesis.
InmyconclusionIcansynthesize(connect)theevidenceandincludeimportantlasting
thoughts.
Icanengagetheaudiencewithaneffectivehook.
4:Advanced
 Icaneffectivelyrefutemultiplecounterclaimstofurthersupporttheclaim.
Icanpersuadethereader,usingrhetoricalappeals.
[W.910.8b]
Standard6:CiteEvidenceduringresearch(Icanciteallevidenceinmyessayandannotatedbibliography.)
Icanuseinformationfromsourcestosupportarguments. Score=
1:Fartogo Icanquoteasourceandprovidetheauthorandpagenumberorwebsitetitlein Comments:
parenthesesattheendofthesentence.
IcanciteallsourcesfrommyresearchinaWorksCitedpageusingMLAformat.
2:Nearmastery IcanquoteasourceinMLAstructureusingthesourceverbintroductionandwhen
needed,ellipsesandbrackets.
Icanuseavarietyofsourcesverbintroductions.
3:Mastery
Icansummarizesourcesinanannotatedbibliography.
Icanprovidesomebackgroundonthesourcewhenintroducingthequote.
4:Advanced Icanintegratethequoteintoacomplexsentence.
[W.910.7][W.910.8]
Standard7:ConductResearch(Icanidentifytrustworthysourcesandusethemtosupportmyargument.)
Icanidentifyrelevantsourcesthatconnectstomyargument. Score=
1:Fartogo
Icanidentifycrediblesourcesthatconnectstomyargument. Comments:
Icanresearchmultipleperspectivesrelatedtomyargument.
2:Nearmastery
Icanusecitedconclusionsfromexpertstosupportmyclaims,counterclaimsandrebuttal.
Icandrawconclusionsbasedonfactsfrommyresearchtosupportmyclaims,
3:Mastery
counterclaimsandrebuttal.
Icananalyzehowthebiasofmysourcesaffectstheircredibilitybyconstructingarebuttal
4:Advanced
thatexplainstheweaknessesintheirargument.
[SL.910.4]
Standard8:Presentation(Icanpresentinformationlogicallyandclearly.)
Icanfacetheaudienceandpresentrelevantinformation. Score=
1:Fartogo
Icanstandandpresentprofessionally. Comments:___
Icanpresentinformationclearlyatanappropriatespeedandvolume.
2:Nearmastery
Icanpresentinformationvisuallyusingadigitalpresentationformat.
Icanpresentinformationlogicallysothattheaudiencecanfollowmyreasoning.
Icanmakeeyecontactwithpeopleindifferentpartsoftheroom.
3:Mastery
Icanpresentinformationinaclearlyformatteddigitalpresentation.
Icanpresentinformationthoroughlyusingthetimeprovided.
Icanvarymyvolumeandtoneappropriately.
4:Advanced Icanusegesturesandmovementtoenhancemypresentation.
Icanuserhetoricalstrategiestoleaveanimpressiononmyaudience.

UnitCalendar
week1 PreTestDay1 PreTestDay2 LT:Icandefinethepartsofan LT:Icanwriteathesisthatclearly LT:Icanwriteacounterclaimthat
argument. statesmypositionontheissue. anticipatesopposingideasand
IntrotoUnit3 SRI2030min provideaneffectivelyrebuttalthat
UnpackSummative SkilllessonThesis refutes(disprove)anticipated
Introstandardrubrics Formative2:Write5claim counterclaims.
EssentialQuestion sentencesaboutcorporal SRI2030min
SkillslessonPartsofan punishment. Skilllessonrebuttal
argument HW1:thesispracticeworksheet PracticerebuttalactivityGirlsvs
boysdebateorothersimple2
sidedprompt