Grade 9-10 Argumentative Unit 3 Plan

Unit 3: Argument Writing

Unit Description: Students will write an argument essa to support a claim using Before We
Were Free and additional sources
!engt": # wee$s
%nduring
Understandings
A writer creates an argument to support a clear claim using valid and relevant textual evidence.
Readers construct meaning through analysis of the point of view, themes shaped by details, and
characterization being communicated by an author within a text.
%ssential
&uestions
- What does it mean to be free?
- What is the cost of freedom?
'ommon 'ore
Standards
(eading: !iterature
''SS)(!)9-10)1: ite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
''SS)(!)9-10)*: !etermine a theme or central idea of a text and analyze in detail its development over
the course of the text, including how it emerges and is shaped and refined by specific details" provide an
ob#ective summary of the text
''SS)(!)9-10)+: Analyze a particular point of view or cultural experience reflected in a wor$ of literature
from outside the %nited &tates, drawing on a wide reading of world literature.
''SS)(!)9-10)10: 'y the end of grade (, read and comprehend literature, including stories, dramas,
and poems, 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 literature, including stories, dramas, and poems, at the
high end of the grades (-)* text complexity band independently and proficiently.
'y the end of grade )*, read and comprehend literature, including stories, dramas, and poems, at the
high end of the grades (-)* text complexity band independently and proficiently.
Writing: Argumentative
''SS)W)9-10)1: Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
''SS)W)9-10),: +roduce clear and coherent writing in which the development, organization, and style
are appropriate to tas$, purpose, and audience. ,-rade-specific expectations for writing types are defined
in standards )./ above.0
''SS)W)9-10)#: !evelop and strengthen writing as needed by planning, revising, editing, rewriting, or
trying a new approach, focusing on addressing what is most significant for a specific purpose and
audience.
''SS)W)9-10)-: onduct short as well as more sustained research pro#ects to answer a 1uestion
,including a self-generated 1uestion0 or solve a problem" narrow or broaden the in1uiry when
appropriate" synthesize multiple sources on the sub#ect, demonstrating understanding of the sub#ect
under investigation.
''SS)W)9-10).: -ather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively" assess the usefulness of each source in answering the research
1uestion" integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and following a standard format for citation.
''SS)W)9-10)9: !raw evidence from literary or informational texts to support analysis, reflection, and
research.
''SS)W)9-10)10): Write routinely over extended time frames ,time for research, reflection, and revision0
and shorter time frames ,a single sitting or a day or two0 for a range of tas$s, purposes, and audiences.
Spea$ing and !istening
''SS)S!)9-10)1: 2nitiate and participate effectively in a range of collaborative discussions ,one-on-one,
in groups, and teacher-led0 with diverse partners on grades (-)* topics, texts, and issues, building on
others3 ideas and expressing their own clearly and persuasively.
''SS)S!)9-10)3: 4valuate a spea$er3s point of view, reasoning, and use of evidence and rhetoric,
identifying any fallacious reasoning or exaggerated or distorted evidence.
''SS)S!)9-10)+: Adapt speech to a variety of contexts and tas$s, demonstrating command of formal
4nglish when indicated or appropriate.
!anguage
'onventions o/ Standard %nglis"
''SS)!)9-10)15 !emonstrate command of the conventions of standard 4nglish grammar and usage
when writing or spea$ing
''SS)!)9-10)*: !emonstrate command of the conventions of standard 4nglish capitalization,
punctuation, and spelling when writing.
''SS)!)9-10)#: !emonstrate understanding of figurative language, word relationships, and nuances in
word meanings.
''SS)!)9-10)+: Ac1uire and use accurately grade-appropriate general academic and domain-specific
words and phrases" gather vocabulary $nowledge when considering a word or phrase important to
comprehension or expression.
'ognitive S$ills - 6a$e claims cited with text evidence in oral and written responses
- Write arguments to support clear claims with valid reasoning and strong evidence from multiple
sources
- !etermine rhetorical strategies and evaluate their effectiveness
'ontent - Read Before We Were Free by 7ulia Alvarez
- 2dentify and analyze concepts of freedom outside of the %&
- Write an argument essay claiming a definition of freedom
- %se multiple sources
- 4dit and revise argument writing appropriately
Assessments
0D1 Diagnostic
021 2ormative
0S1 Summative
,!0 . !iagnostic Assessment5 ,Wee$ )0
,80 . lose Readings with 4A ,Wee$ 9-/0
,80 .lose Readings: 4A ,laim, 4vidence, Analysis0- 4xemplar Argument 4ssay- Analysis
,Wee$ /0
,80 . 8irst !raft of Argument 4ssay ,Wee$ ;0
,80 . Argument 4ssay +eer Review ,Wee$ ;0
,&:80 - -rade )* Argument Assessment ,<2 =ay 6y &titches !own> poems0 - Wee$ ?0
,&:80 . Reflection of Assessment ,Wee$ ?0
3e4ts5(esources S"ort 3e4ts
-Before We Were Free close readings
- &ample argument essays
- @ru#illo 'iography non-fiction article5 http5::www.biography.com:people:rafael-tru#illo-/(A()Bdictatorship
!ong 3e4t
- Before We Were Free by 7ulia Alvarez
6ideo
- In the Time of Butterflies clip
!earning
Activities
Wee$ 1
). &tudents will complete a reading:writing diagnostic assessment. ,R=), R=9, R=/, =9, W), W;,
W)*0
9. &tudents will build bac$ground $nowledge in order to analyze a particular point of view and
cultural experience. ,R=C, R=)*, &=), &=C0
/. &tudents will read to determine a theme and analyze how it is shaped by specific details. ,R=9,
&=)0
Wee$ *
). &tudents will analyze a theme through close readings. ,R=9, =?-C0
9. &tudents will ma$e inferences supported by properly cited textual evidence in 4A paragraphs.
,R=), W), W;, W(, =)0
/. &tudents will interpret and analyze figurative language and its role throughout the text. ,=?-C0
;. &tudents will discuss and evaluate themes and inferences. ,=),&= ), &=/, &=C0
Wee$ 3
). &tudents will analyze themes and character development through close readings. ,R=9, R=/,
=?-C0
9. &tudents will evaluate argument-writing samples to determine clear claims with strong textual
support. ,R=), R=9, R=)*, &=/0.
/. &tudents will develop claims that analyze a theme or character throughout novel. ,W)0
Wee$ ,
). &tudents will analyze themes and character development through close readings. ,R=9, R=/,
=?-C, &=), &=/0
9. &tudents will gather and evaluate information from multiple sources to support claims. ,R=),
R=C, WC-(0
/. &tudents will draw evidence to support analysis. ,R=)-/, W;0
;. &tudents will write drafts of the argument essay. ,W), W;, WC, WD, =)-=/, =?, =C0.
Wee$ #
). &tudents will edit and revise drafts of the argument essay. ,W?-C, &=), &=/0
9. &tudents will publish final argument essay. ,=9, W;-C0
/. &tudents will complete the Reading component of the summative:formative assessment. ,R=)-
/, R=C0
;. &tudents will complete the Writing component of the summative:formative assessment. ,W),
W;, W(0
?. &tudents will write a reflection that discusses their performance on the assessment. ,W;, W)*,
=)-=/, =C0
Standards:
Reading =iterature5 ),9,C,)*
Writing5 ), ;, (
=anguage5 ), 9, ?, C
!iterar 3e4ts:
+oems from <2 =ay 6y &titches !own>
Description o/ 3as$s:
3as$ 1: &tudents will read poems from <2 =ay 6y &titches !own> and answer +AR-li$e 1uestions that
focus on use of theme, figurative language, and characterization.
3as$ *: &tudents will write an argument explaining the opposing views of freedom according to the
spea$ers.
Directions /or Administering Assessment:
). @wo ?* minute period assessments to complete @as$ ) and @as$ 9
Students wit" Special 7eeds:
E +rovide additional time to complete each step in the writing process ,prewrite, etc.0
Student Directions:
3as$ 1: &tudents will read the two poems from <2 =ay 6y &titches !own> and answer +AR-li$e
1uestions that focus on theme, point of view, and characterization.
3as$ *: After reading the poems, write an argument essay that explains the authorsF opposing views on
freedom. !evelop your claim with clear organization and purpose. &upport your claim with strong textual
evidence and analysis from the texts.