Teacher Name/Collaborative Group:

Week of: March 9th- March 13th

Unit Details:
Desired Results--What do we want students to know and do?

Course Learning Outcomes:

● Write coherently for a university-level audience with attention to rhetorical appeals.
● Build arguments based on critical analysis of primary and secondary sources.
● Format paper and cite sources according to MLA guidelines.
● Integrate sources into their own body of work using summary, paraphrase, and direct quotation when appropriate.
● Read academic and popular texts critically, and analyze the effectiveness of the rhetorical choices made in these texts.
● Improve their writing in response to feedback provided by other writers and provide constructive feedback to others so that they
may do the same.
● Revise and edit with an awareness of how to improve larger rhetorical features.
● Employ awareness of how and when to perform the conventions of Standard English grammar, usage, and spelling.

Essential Standard(s): Demonstrate rhetorical flexibility through writing and revising a variety of texts in multiple genres and for a variety of
college-level audiences and purposes. Students should reflect upon the writing process and themselves as writers

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative

Formative: Students will participate in Peer Review with peers and will be allowed to revise their papers before submitting the polished draft.

Summative: Students will write a 6-8 page Researched Argumentative pertaining to a social or controversial topic. Once you have a general
understanding of the conventions of researched argumentation, you will work to arrange your ideas in ways your readers will recognize: develop a
clear thesis; demonstrate a range of perspectives on the issue; analyze and complicate those perspectives; and offer new insights to the
academic conversation. If you are just documenting and summarizing sources, you may be merely writing a report. If you are summarizing
or drawing on sources revolving around a common focus and then engaging with each of them related to an argument you support in your thesis
statement, you are probably writing a Research Argument.
 Learning Plan--Plan for instruction, intervention, and extension.

Monday Tuesday Wednesday/Thursday Friday/Monday

3/9 3/10 3/11-3/12 3/13-3/14

Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling

(I Do): ACT TESTING (I Do: (I Do):
● Students will complete Do ● Students will complete ● Students will complete Do
Now pertaining to an Do Now pertaining to Now pertaining to reading.
Annotated Bibliography. the homework reading.
● Read “Skeptics May Object”: ● Guided Practice/Group Work
Introduction to Abstract
Planting a Naysayer in Your (We Do):
Text (TSIS, Pgs. 106-119) Guided Practice/Group Work ● “Does Texting Affect
(We Do): Writing?”
Guided Practice/Group Work ● Introduction to Abstract ○ Discussion
(We Do): ○ Handout (“How Questions
● Annotated Bibliography to Write an Independent Work
(You Do):
○ Assignment Abstract”)
● Annotated Bibliography
○ Practice ○ Activity Assignment
● Research Proposal
Independent Work Independent Work
(You Do): (You Do)
● Annotated Bibliography ● Annotated Bibliography
Assignment ○ Assignment
● Research Proposal
● Research Proposal

Homework: Read They Say, I Say

Intervention:
Chapter 11 “I Take Your Point” (Pages ● Feed back
169-172). Also, read the handout ● Writer’s conferences
entitled “How to Write an Abstract.”