UBD/SLO UNIT PLAN TEMPLATE

Teachers Name: Chasity Klein

Grade: 11

School: Waipahu High School

Content Area: English Language Arts

Complex: Leeward

Course Name: Expository Writing II

Period:

Student Population:
Total Number of Students:

Males:

Females:

SPED Inclusion:

SPED Pullout:

ELL:

GT:

Any Other: Free/Reduced Lunch:

Additional Information:

Essential Vocabulary:

STAGE 1: Desired Results

Learning Goal(s):
Students will be able to . . . .

To analyze an argument
To define the appeals and devices of rhetoric
To define rhetorical context
To analyze a persuasive speech
To analyze syntactic structures
To apply appeals and devices of rhetoric
To apply syntactic structure
To present a persuasive speech

Big Idea(s):
Students will understand that . . . .

Rhetorical context is essential when intending to persuade an audience.

(Declarative statement describing

concept that transcends grade
levels in the content area and is
related to the learning goal.)
Essential Question(s):

How a speech is presented is one of the key factors in how a message is interpreted by the
audience.
When giving a speech a speaker must engage with the audience and fill them with a sense of
urgency to motivate their audience.
How are the components of rhetoric applied to the creation and delivery of persuasive speeches?
How does presentation affect an audience?

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Standards/Benchmarks:
HCPS III or Common Core
Standards/Benchmarks:

General Learner Outcomes

Standards/Benchmarks:
State Teacher Standards
Interval of Instruction Necessary
to address Goals:

_____ Yearlong

______ Semester

X Other (Quarter)

STAGE 2: Assessment Evidence

Summative Assessment/
Performance Task:

8 parts of speech song (10 points)

Working in groups of (5-8), your assignment is to create and present a song parody that includes an
explanation and examples of each of the 8 parts of speech.
Advanced 10
Proficient 9
Proficient Minus 8
Basic 7
Below Basic 6
Far Below Basic
Rhetorical appeals skit (20)
Working in groups, your assignment is to create and present a skit that incorporates rhetorical devices and
all rhetorical appeals.
Advanced 20
Proficient 18
Proficient Minus 16
Basic 14
Below Basic 12
Far Below Basic -10
Americanish speech and presentation (50)

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Working in groups of 3, your assignment is to create an original speech that defends the statement,
English should be the only spoken language. This speech requires you to integrate rhetorical devices,
vocabulary terms, and all rhetorical appeals as well as use the structure of argument.
Advanced 50
Proficient 45
Proficient Minus 40
Basic 35
Below Basic -30
Far Below Basic 25
White Privilege speech and presentation (100)
Working in pairs, your assignment is to create and present an original persuasive speech about white
privilege. This speech will require you use the structure of argument, incorporate rhetorical devices,
vocabulary terms, and all rhetorical appeals.
Advanced 100
Proficient 90
Proficient Minus 80
Basic 70
Below Basic 60
Far Below Basic - 50
Syntactical structure skit (20)
Working in groups, your assignment is to create a short skit, incorporating examples of all syntactical
structures including sentence length and grammatical moods.
Vocabulary skit (25)
Working in groups, your assignment is to create a skit that incorporates all vocabulary terms provided this
quarter.
Persuasive speech (200: 100 writing + 100 presentation)
Your assignment is to write and present an original, persuasive three- to five-minute speech that
addresses a contemporary issue. It should include a clear claim, support, counterclaim, and
conclusion/call to action. Incorporate rhetorical appeals and devices to strengthen your argument and to
help you achieve your desired purpose.

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Rubrics for Summative

Assessment/Performance Task:

8 Parts of Speech Parody

Advanced
Student meets all proficient criteria fully and consistently PLUS three or more of the
following:
Provides 4 or more examples for each parts of speech
Uses 5 or more vocabulary words correctly
Seamlessly embeds vocabulary words into song so it appears natural
Student sings clearly; loud enough to be hear and clearly enough to be
understood
Student memorizes song and is supported by nothing more than 7x7 rule cue
card
Students sings without pause or interruption
Student incorporates purposeful gestures to enhance the song
Proficient
Students must meet all criteria to meet proficiency
Song criteria
Original lyrics
Include all 8 parts of speech (noun, pronoun, verb, adverb, adjective,
interjection, conjunction, preposition)
3 examples of each part of speech
3 vocabulary words used correctly
Use appropriate language
Hard copy clearly identifies and labels all the required song criteria
Hard copy turned at the beginning of class
Presentation criteria
Standing
Introduction
Greet audience
Provide background of parody
Everyone sings
Proficient Minus
Basic
Below Basic
Far Below Basic

Missing 1- 2 criteria
Missing 3 4 criteria
Missing 5 6 criteria
Missing 7 or more

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Rhetorical Appeals Skit

Advanced
Student meets all proficient criteria fully and consistently PLUS three or more of the
following:
Effectively incorporates all 3 rhetorical appeals
Enhances appeals by using 4 or more different types of rhetorical appeals
Seamlessly incorporates vocabulary words into skit so they sound natural
Uses more one 7x7 [rule] cue card or less when presenting
Rarely looks down at script when performing
Incorporates purposeful gestures and movements
Proficient
Student must meet all criteria to meet proficiency
Skit criteria
Incorporate all 3 rhetorical appeals
Incorporate 3 different rhetorical devices
Include 5 vocabulary words used correctly
Use appropriate language
All requirements are clearly labeled and identified
Hard copy turned in at the beginning of class
Presentation criteria
Standing introduction
Greet the audience provide background of skit
Everyone must speak (individually) 5 sentences or more
Student must speak clearly; loudly enough to be heard and clearly enough to
be understood

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Proficient Minus
Basic
Below Basic
Far Below Basic

Missing 1 criteria
Missing 2- 3 criteria
Missing 4 - 5 criteria
Missing 6 or more criteria

Americanish Speech & Presentation

Advanced
Student meets all proficient criteria fully and consistently PLUS three or more of the
following:
Provides an engaging hook that introduces the concept and topic
Claim includes both an argument and position
Support relates to claim, provides reasons that makes sense, facts that relate
to the topic, credible sources, and a connection back to claim.
Counterclaim mentions and explains opposing claim as well as provides
reasons and evidence that proves opposing claim is false.
The conclusion provides a clear call to action that asks audience to agree and
support their claim by changing their ideas or behavior
The rhetorical appeals are used effectively in that they enhance the
persuasive effect.
Sequences ideas to aptly reinforce the argument.
Concludes a clear and convincing call to action.
Deliberately and effectively uses rhetorical devices for the intended purpose.
Uses varied syntax in a way that adds to the persuasive impact.
Proficient
Student must meet all criteria in order to meet proficiency.
Speech criteria
Greeting
Use structure of argument (claim, support, counterclaim, call to action)
Incorporate outside sources by way of quoting evidence or citing information
Use all rhetorical appeals
Include 3 or more different rhetorical devices
Correctly use 5 vocabulary words
Use appropriate language
Little to no simple grammatical errors
Use varied syntax

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

 Include vocal delivery marks

Provide a hard copy of speech with all requirements clearly identified and
labeled
Turn in hard copy at beginning of class
Presentation criteria
Standing introduction
Smile and greet the audience
Everyone must speak at least 1 paragraph
Student must speak clearly; loudly enough to be heard and clearly enough to
be understood
Make eye contact when speaking
Use both pitch and volume during delivery
Proficient Minus
Basic
Below basic
Far below basic

Missing 1 2 criteria
Missing 3 4 criteria
Missing 5 6 criteria
Missing 7 or more criteria

White Privilege Speech & Presentation

Advanced
Student meets all proficient criteria fully and consistently PLUS three or more of the
following:
Students uses less than 2 cue cards to aid them with their speech that follows
the 7x7 rule
Smiles at audience and manages to put a smile in their voice
Clearly includes all rhetorical appeals (logos, ethos, pathos) and 5 different
rhetorical devices
Incorporates visuals to enhance their message
Clearly include a counterclaim and provides a strong refutation
Provides strong supporting evidence and reason that makes it clear their line
of reasoning
The call to action is clear, identifiable, and motivating
Proficient
Student must meet all criteria to meet proficiency
Speech criteria

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Greeting
Uses the structure of argument (claim, support, counterclaim, call to action)
Includes a claim that incorporates a position and an argument
Provides a supporting paragraph that relates to the claim, provides reasons
that makes sense, facts that relate to the topic, credible sources, connection
back to claim
Provides a counterclaim paragraph that mentions and explains the opposing
claim as well as reasons and evidence that prove the opposing claim false
Includes a call to action that asks the audience to agree and support their
claim by changing their ideas or behaviors
Includes all 3 rhetorical appeals
Incorporates 5 different rhetorical devices
Correctly uses 7 vocabulary words
Little to no grammatical errors
Uses a variety of syntax
Label and identifies all required components

Presentation criteria
Student smiles and greets audience
Speaks clearly; loud enough to be heard and clearly enough to be understood
Frequently makes eye contact by looking around at the students
Uses a variety of volume and pitch to enhance their vocal delivery
Incorporates 5 intentional movements to emphasize their point
Uses no more than 3 cue cards to assist with their speech
Each card has no more than 7 bullets and no more than 7 words per bullet
Proficient Minus
Basic
Below Basic
Far Below Basic

Missing 1 3 criteria
Missing 4 6 criteria
Missing 7 9 criteria
Missing 10 criteria or more

Persuasive Speech Written

Advanced
Student must meet all proficient criteria fully and consistently PLUS at least three of the
following:
Provides an engaging hook that introduces the concept of the topic.

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

 The contemporary issue is presented in a significant and compelling thesis

statement.
The claim is clearly developed and supported with significant and compelling
facts and reasons.
The rhetorical appeals are used effectively in that they enhance the
persuasive effect.
Sequences ideas to aptly reinforce the argument.
Concludes a clear and convincing call to action.
Deliberately and effectively uses rhetorical devices for the intended purpose.
Uses varied syntax in a way that adds to the persuasive impact.
Embeds vocabulary seamlessly in essay, sounding natural.
Proficient
Student must meet all criteria for proficiency
Student completes and turns in Prewriting worksheet at the BEGINNING of
class.
Student brings ALL materials including (First draft, peer revision sheet,
revision, and peer edit sheet) at turns them in at the BEGINNING of class.
Student uses the structure of argument (claim, support, counterclaim, and call
to action).
The claim includes both a position and argument.
The support includes: reasons that make sense, facts that relate to the topic,
creditable sources, and a connection back to the claim.
The counter claim paragraph mentions and explains the opposing claim as
well as provides reasons and evidence that prove the opposing claim false.
The conclusion includes a clear call to action that asks the audience to agree
and support their claim by changing their mind or the actions.
Incorporates all 3 rhetorical appeals (ethos, pathos, logos).
Incorporates at least 5 different rhetorical devices.
Correctly includes 10 vocabulary words.
Little to no grammatical errors
Uses a variety of syntax
Provides a resources page that list all sources used in correct works cited
MLA format.
Label and identify all required components.

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Proficient Minus Writing Skills

Basic Writing Skills
Below Basic Writing Skills
Far Below Skills

Missing 1 2 criteria
Missing 3 4 criteria
Missing 5 6 criteria
Missing 7 or more criteria

Persuasive Speech Presentation

Advanced
Used no cue cards
Smiles at audience and manages to put a smile in their voice
Clearly includes all rhetorical appeals (logos, ethos, pathos) and 5 rhetorical
devices
Incorporates visuals to enhance their message
Clearly includes a counterclaim and provides a strong refutation
Provides strong supporting evidence and reason that makes it clear their line
of reasoning.
The call to action is convincing, clear, and identifiable.
Proficient
Preparation
Student turned in cue card at the beginning of class
Student brought all materials necessary to complete speech (visuals, cue
cards with name)
Presentation
Student presents an effective persuasive speech by completing the following
Smiles, greets, and acknowledges audience
Speaks clearly; loud enough to be heard and clearly enough to be understood
Frequently makes eye contact by looking around at the students
Rarely looks down at cue card
Uses a variety of volume and pitch and to enhance their vocal delivery
Incorporates at least 5 intentional movements to emphasize their point
Does not have more than 1 cue card to assist them with their speech
The cue card does not have more than 7 bullets and each bullet has no mare
than 7 words each

Proficient Minus Presentation Skills

Missing 1 proficient criteria

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Basic Presentation Skills

Below Basic Presentation Skills
Far Below Basic Presentation Skills
Formative Assessments:

Rubrics for Formative

Assessments:

Missing 2 3 proficient criteria

Missing 4 5 proficient criteria
Missing 6 or more proficient criteria

All formative assessments are graded on a completion basis. They are not deducted points if they
answer incorrectly; formative assessments are used to inform instruction moving forward.
Formative assessments are given completion points.

Grammar Pre-assessment (10points)

Unpacking Embedded Assessment (1)
Parts of speech notes (10)
Rhetoric notes (10)
Analysis of Abraham Lincolns Gettysburg Speech (8)
Structure of Argument notes (8)
The appeal of rhetoric notes (10)
Analysis of Martin Luther Kings I have a Dream (5)
Vocabulary Set #1 (10)
ACT practice timed write #1 (5)
Basic Grammar notes (7)
Structure of speech White Privilege outline (10)
White Privilege evaluations (8)
White Privilege reflection (1)
Peer revising (5)
Peer editing (5)
Syntax notes (12)
Vocabulary Set #2 (10)
Ted Talks (3)

Self-assessment (5)

Students receive 1 point for each answer, whether right or wrong. Points are given on a
completion basis and data collected will determine what strategies, modification, or extensions are
needed moving forward.
Formative assessments can be redone for full credit
For more detailed rubrics please see rubric chart

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Expected Targets:

Rationale for Expected Targets:

I know what skills and knowledge are necessary to complete the embedded assessment
successfully
I can identify all 8 parts of speech
I can explain the basic parts of grammar such as subject, predicate, clauses, and phrases
I can explain rhetoric and its use in effective writing
I can identify and use the elements of argument
I can effectively use rhetorical appeals
I can research and gather information on an issue
I can effectively use evidence to support my own perspective and opinion on an issue
I can effectively rhetoric to design an original speech
I can identify and use a variety of syntax to create a unique voice
I can analyze an effective speech and determine the different strategies that enhance their
presentation
I can incorporate vocal delivery and purposeful movement to enhance my speech

Students need to be able to determine the skills and knowledge necessary to complete their
embedded assessment. With that knowledge they will be better prepared to succeed when they
know what will be required of them.
Students will need to learn the basics of grammar for their upcoming state and national
standardized tests. Being knowledgeable in the rules of grammar will to create their own unique
tone and voice in their writing.
Students will need to know the elements of argument and how its used in a persuasive speech.
Learning the elements of argument and its use in a persuasive speech helps them to know the
foundation of an argument and its structure. This knowledge will help them to understand how an
effective argument is made which will help them begin to build their own argument for their
individual persuasive piece.
Students will need to research an issue to provide credible evidence to support their claims. In
order for students to persuade their audience they need to provide evidence to support their
perspective and convince their audience to complete their call to action. This is a life skill that
they will need, especially in college.
Students will need to know how to deliver an effective speech. Students will learn that a large part
of persuasion is contributed to the presentation of the argument by watching and analyzing
several great speeches. By learning how to presenters their voice and their body to enhance their

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

speech, students can master that skill and use it in their daily lives.

STAGE 3: Learning Plan

Include activities, instructions, groupings, differentiated instructional and engagement strategies,
digital literacy tool(s), and resources used
Day 1 (1/6/16)
Day 2 (1/7/16)
Day 3 (1/8/16)
Day 4 (1/11/16)
Day 5 (1/12/16)
Introductionto
Grammarpre
Grammarpre
Partsofspeech
Rhetoric
Expository
test
test
Intro:HellDrills
NOTES:
WritingII
Unpacking
Unpacking
Studentswilltake
Duedatesforall
embedded
embedded
NOTES:Students
notes
3rdquarterDEJs.
assessment
assessment
willwatchthe
Workingroupson
(146)
(146)
grammarvideoand
Syllabus(Goover
P.A.Fgrocerylist
takenotesoneach
syllabus,the
NOTES:Grammar
NOTES:Grammar
partofspeech.
expectationsand
preassessmentwill preassessmentwill Remindstudents
Remindstudentsto
takenotes
proceduresofExpos
betakenand
betakenand
noteswillbegraded.
II)
correctedsameday
correctedsameday
Collecttestsand
Collecttestsand
Havestudentscopy HD:partsofspeech,
Supplies:syllabus
thenpassthemout
thenpassthemout
rhetoric
downthe
randomlyfor
randomlyfor
requirementsforthe
corrections
corrections
SUPPLIES:Rhetoric
summative
PowerPoint
Studentswillbegin
Studentswillbegin
SUMMATIVE
unpacking
unpacking
(PARTSOF
individually,then
individually,then
SPEECHPARODY):
workasagroupto
workasagroupto
Studentswillworkin
verifyandfinish
verifyandfinish
agrouptocreatea
puttingtogethera
puttingtogethera
parodythateducates
graphicorganizer
graphicorganizer
othersonthe8parts
andtheneachgroup andtheneachgroup ofspeech.
presentsinformation presentsinformation Studentswillwork
onblackboard.
onblackboard.
inlargegroupsto
Studentswillbe
Studentswillbe
createtheirsongs;
splitintogroupsfor splitintogroupsfor classwillbesplitinto
unpacking.
unpacking.
3groups.

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Compareand
contrastthegraphic
organizers,pointout
anymissing
elements.

Compareand
contrastthegraphic
organizers,pointout
anymissing
elements.

SUPPLIES:
SpringBoard

SUPPLIES:
SpringBoard

Studentscan
determinewhothey
wanttoworkwith
Assessment
requirementscanbe
foundinresources
HELLDRILLS
(HD):Agamein
whichstudentsare
testedonwhatthey
learned.Aballis
passedaround,the
teacherwill
randomlyyell,stop
whoeverhastheball,
theteacherwillaska
questiononwhat
studentslearned.
Partsofspeech,
vocabulary

Day 6 (1/13/16)
Rhetoric
NOTES:
Studentswilltake
notes
Workingroupson
P.A.Fgrocerylist
Remindstudentsto
takenotes

Day 7 (1/14/16)
Song
presentations
Analyzeand
identify
rhetorical
context

Day 8 (1/15/16)
Song
presentations
Analyzeand
identify
rhetorical
context

NOTES:
Studentswillread
SecondInaugural

NOTES:
Studentswillread
SecondInaugural

SUPPLIES:
YouTubevideo
Grammarrock
Day 9 (1/18/16)
MLK DAY

Day 10 (1/19/16)
Structureof
argument
Intro:Appealof
rhetoric
Identifyingappeal
&devices

NOTES:Students
shouldselecttheir
persuasivespeech

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

HELLDRILLS:parts
ofspeech,rhetoric,
vocabulary
SUPPLIES:Rhetoric
PowerPoint

AddressofAbraham
Lincolnlocatedin
theirSpringBoard
andmarkthetext
appropriately
Studentsare
practicing
identifyingrhetoric
inahistorically
significantspeech
HD:Partsofspeech,
rhetoric,vocabulary
SUPPLIES:
SpringBoard

AddressofAbraham
Lincoln(148)
locatedintheir
SpringBoardand
markthetext
appropriately
Studentsare
practicing
identifyingrhetoric
inahistorically
significantspeech

topicandneedstobe
approved.
Studentsshouldtake
notesoftheir
summative
requirements
Summative
requirementscanbe
foundinresources
Haveastudentread
speechanimatedly
(156)

HD:Partsofspeech,
rhetoric,vocabulary
SUPPLIES:
SpringBoard

Suggeststudents
workingroupsor
pairstoidentify
appealsanddevices
HD:structureof
argument,appealof
rhetoric,partsof
speech,rhetoric

Day 11 (1/20/16)
Structureof
argument
Intro:Appealof
rhetoric
Identifying
appeals&devices

NOTES:Students
shouldselecttheir

Day 12 (1/21/16)
Rhetoricalskit
presentation
MLKspeech
analysis
Americanish
video&
summative
assignment

Day 13 (1/22/16)
Rhetoricalskit
presentation
MLKspeech
analysis
Americanish
video&
summative
assignment
Approvalof

Day 14 (1/25/16)
DEJ#1due
Vocabularyset
#1
Workon
Americanish
speech

NOTES:Instruct
studentstousethe

SUPPLIES:Appealof
RhetoricPowerPoint,
SpringBoard
Day 15 (1/26/16)
ELAWORKDAY
TimedWrite
Workon
Americanish
speech
NOTES:
Instructstudentsnot
towriteonthearticle

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

persuasivespeech
topicandneedstobe
approved.
Studentsshouldtake
notesoftheir
summative
requirements

NOTES:Goover
thefirstchunkof
MLKsspeechand
identifyrhetoricand
appealbeforehaving
themdoitontheir
own.

Summative
requirementscanbe
foundinresources

Checktoensure
studentsareactively
workingon
identifyingrhetoric
anddevices

Haveastudentread
speechanimatedly
(156)
Suggeststudents
workinpairsor
groupstoidentify
appealsanddevices
HD:structureof
argument,appealof
rhetoric,partsof
speech,rhetoric,
SUPPLIES:Appealof
RhetoricPowerPoint,
SpringBoard

Providestudents
withaprintedcopy
oftheAmericanish
speech.
Studentswillselect
theirownsmall
group34students.
Havestudentswrite
downthe
requirements
Requirementsfor
summativecanbe
foundinresources
Remindstudentsto
bringinahardcopy
oftherelatedarticle
HD:rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech

speechtopics
NOTES:Goover
thefirstchunkof
MLKsspeechand
identifyrhetoricand
appealbeforehaving
themdoitontheir
own.
Checktoensure
studentsareactively
workingon
identifyingrhetoric
anddevices
Providestudents
withaprintedcopy
oftheAmericanish
speech.
Studentswillselect
theirownsmall
group34students.

skillsforthinking
vocabularystrategy
Havetheskillsfor
thinkingstrategyup
onboardasavisual
forstudents.

andtopace
themselves
Recommendedtime
1015min
reading/brainstorming
,3025minutes
writing
Oncestudentsare
donewiththetimed
writecollectallwork
andallowstudentsto
workonAmericanish
speech.
SUPPLIES:26hard
copiesofarticles.

Havestudentswrite
downthe
requirements
Requirementsfor
summativecanbe
foundinresources
Remindstudentsto
bringinahardcopy
oftherelatedarticle
Studentsshould
havereceived
approvalofspeech

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

SUPPLIES:MLK
speechaudio,
Americanishspeech
YouTubevideo,
hardcopyofMLK
Ihaveadream
speech,hardcopy
ofAmericanish
speech

topicbytoday.
Articlesfortheir
topicareduethe
followingclass
Students,whoare
notpreparedwitha
topic,assignthem
one.
HD:rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech

Day 16 (1/27/16)
ELAWORKDAY
TimedWrite
Workon
Americanish
speech
NOTES:
Instructstudentsnot
towriteonthearticle
andtopace
themselves
Recommendedtime
1015min

Day 17 (1/28/16)
Americanish
speech
presentations
BasicGrammar

SUPPLIES:MLK
speechaudio,
Americanishspeech
YouTubevideo,
hardcopyofMLK
Ihaveadream
speech,hardcopy
ofAmericanish
speech
Day 17 (1/29/16)
Americanish
speech
presentations
BasicGrammar

NOTES:Before
studentsturninhard
copyoftheirspeech
makesurethey
identifyallthe
requirements

NOTES:Before
studentsturninhard
copyoftheirspeech
makesurethey
identifyallthe
requirements

Remindstudentsthat

Remindstudents

Day 19 (2/1/16)
Intro:White
Privilege
speech
summative
Begin
drafting:
rhetorical
context
NOTES:Provide
studentswiththeir
timedwriting.The
summativeis

Day 20 (2/2/16)
Draftingwhite
privilegespeech
Structureof
speechoutline

NOTES:check
studentsclaimbefore
allowingthemto
moveforwardwith
theirintroductionand
body
HD:Basicgrammar,

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

reading/brainstorming
,3025minutes
writing
Oncestudentsare
donewiththetimed
writecollectallwork
andallowstudentsto
workonAmericanish
speech.
SUPPLIES:26hard
copiesofarticles.

Day 21 (2/3/16)
Draftingwhite
privilegespeech
Structureof
speechoutline
part1:intro,
support

thearticlesfor
individualspeech
shouldbeavariety
offorandagainst

thatthearticlesfor
individualspeech
shouldbeavariety
offorandagainst

BasicGrammar
lessoncanbedone
onwhiteboardif
timeisconstrained.

BasicGrammar
lessoncanbedone
onwhiteboardif
timeisconstrained.

SUPPLIES:video
camera

SUPPLIES:video
camera

Day 22 (2/4/16)
Draftingwhite
privilegespeech
Structureof
speechoutline
part2:counter,
conclusion

Day 23 (2/5/16)
Draftingwhite
privilegespeech
Structureof
speechoutline
part2:counter,
conclusion

connectedtotheir
timedwritingand
willserveasa
baseline/brainstorm
forthespeech.
Studentswillwork
inpairsforwhite
privilegespeech.

rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech

Havestudentsbegin
draftinginnotebook,
stampnotebooksand
doublecheck
rhetoricalcontextfor
whiteprivilege
speech.
Day 24 (2/8/16)
Speech
presentations
Structureof
speechoutline
part2:counter,
conclusion

NOTES:check
studentsclaimbefore
allowingthemto
moveforwardwith
theirintroductionand
body

NOTES:Remind
studentstopractice
andhavetheir
papersmarkedand
cardsreadypriorto
enteringclass

NOTES:Remind
studentstopractice
andhavetheir
papersmarkedand
cardsreadypriorto
enteringclass

NOTES:Remind
studentstopractice
andhavetheirpapers
markedandcards
readypriorto
enteringclass

HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech

HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech

HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech

HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech

Day 25 (2/9/16)
Presentation
reflections
Begindrafting:
brainstorming
witharticles

NOTES:Return
articlestostudents
have,providethem
withthedrafting
outline.
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
SUPPLIES:Drafting
outline

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Day 26 (2/10/16)
Presentation
reflections
Begindrafting:
brainstorming
witharticles

NOTES:Return
articlestostudents
have,providethem
withthedrafting
outline.

Day 27 (2/11/16)
Continue
draftingoutline

Day 28 (2/12/16)
Continue
draftingoutline

HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech

HD:Basicgrammar,
rhetoricalappeals,
structureof
argument,rhetoric,
partsofspeech

SUPPLIES:Drafting
outline

SUPPLIES:Drafting
outline

Day 29 (2/15/16)

PRESIDENTS
DAY

NOTES:Revisionisa
processandrequires
discussion
Pairstudentswho
havenotyetworked
together
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech

NOTES:Revisionisa
processandrequires
discussion
Pairstudentswho
havenotyetworked
together
HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech

HD:Basicgrammar,
rhetoricalappeals,
structureofargument,
rhetoric,partsof
speech
SUPPLIES:Drafting
outline
Day 31 (2/17/16)
Draft#1due
PeerRevision

Day 30 (2/16/16)
DEJ#2due
Draft#1due
PeerRevision

SUPPLIES:Peer
Revisionworksheet

Day 32 (2/18/16)
Draft#2due
Syntaxlesson
PeerEditing

Day 33 (2/19/16)
Draft#2due
Syntaxlesson
PeerEditing

NOTES:Editingisa
shortactivity,syntax
lessonshouldbe
donefirst
Haveeditorsreturn
worksheettothe
personwhosepaper
theyedited

NOTES:Editingisa
shortactivity,syntax
lessonshouldbe
donefirst
Haveeditorsreturn
worksheettothe
personwhosepaper
theyedited

HD:Basicgrammar,
rhetoricalappeals,

HD:Syntax,Basic
grammar,rhetorical

Day 34 (2/22/16)
Finaldraftdue
Vocabularyset
#2
Vocabulary
summative
assignment

Day 35 (2/23/16)
ACTpreassessment

NOTES:Have
studentsputtheir
assessmentpackets
together,the
assessmentpackets
areproofoftheir
writingprocess

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

SUPPLIES:Peer
Revisionworksheet

Day 36 (2/24/16)
ACTpreassessment

structureof
argument,rhetoric,
partsofspeech

appeals,structureof
argument,rhetoric,
partsofspeech

SUPPLIES:Peer
Editingworksheet
Day 37 (2/25/16)
TedTalk#1
Review
speeches
Workonvocab
skit

SUPPLIES:Peer
Editingworksheet
Day 38 (2/26/16)
TedTalk#1
Review
speeches
Workonvocab
skit

NOTES:Clints
speechisan
exampleofaspeech
thatdrawsmostly
frompersonal
experience,ithas
greatexamplesof
purposefulgestures
andstrongpathos
andavarietyof
vocaldelivery.

NOTES:Clints
speechisan
exampleofaspeech
thatdrawsmostly
frompersonal
experience,ithas
greatexamplesof
purposefulgestures
andstrongpathos
andavarietyof
vocaldelivery.

Groupstudentsinto
groups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)

Groupstudentsinto
groups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)

HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,

HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,

HD:Syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
Day 39 (2/29/16)
TedTalk#2
Timespeeches&
Practicevocal
delivery
Workonvocab

Day 40 (3/1/16)
ASPIRE/ACT
TESTING

NOTES:Group
studentsinto
differentgroups
Havestudentsselect
theirowngroups
(Keepproblem
studentsseparate)
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
SUPPLIES:Shawn
AchorThehappy
secrettobetterwork

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Day 41 (3/2/16)
TedTalk#2
Timespeeches&
Practicevocal
delivery
Workonvocab
skit

NOTES:Group
studentsintodifferent
groups
Havestudentsselect
theirowngroups
(Keepproblem
studentsseparate)
HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech
SUPPLIES:Shawn
AchorThehappy
secrettobetterwork
Day 46 (3/9/16)
SBA PRACTICE

partsofspeech

partsofspeech

SUPPLIES:Clint
SmithsHowto
raiseablacksonin
America
Day 42 (3/3/16)
Vocabularyskit
TedTalk#3
Practicevocal
delivery

SUPPLIES:Clint
SmithsHowto
raiseablacksonin
America
Day 43 (3/4/16)
Vocabularyskit
TedTalk#3
Practicevocal
delivery

NOTES:Group
studentsinto
differentgroups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)

NOTES:Group
studentsinto
differentgroups
Havestudents
selecttheirown
groups(Keep
problemstudents
separate)

HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech

HD:Vocabulary,
syntax,Basic
grammar,rhetorical
appeals,structureof
argument,rhetoric,
partsofspeech

SUPPLIES:Monica
LewinskysThe
PriceofShameor
DanPinksPuzzle
ofmotivation
Day 47 (3/10/16)
Speech
Presentations

SUPPLIES:Monica
LewinskysThe
PriceofShameor
DanPinksPuzzle
ofmotivation
Day 48 (3/11/16)
Speech
Presentations

SUPPLIES:video

SUPPLIES:video

Day 44 (3/7/16)
PD WORKDAY
TurninDEJ
Practice
memorization
andvocal
delivery

Day 45 (3/8/16)

SBA PRACTICE

Day 49 (3/14/16)
Speech
Presentations

SUPPLIES:video

Day 50 (3/15/16)
Speech
Presentations

SUPPLIES:video

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

camera

camera

camera

camera

Materials and Supplies Needed:

SpringBoard
Projector
Speakers
Videocamera
Whiteboardanddryerasemarkers
Pens/Pencils
Notebook
Worksheets
Resources Needed:
Lunsford, Andrea A. The Everyday Writer, Fifth Edition.
King, Martin Luther Jr. I Have a Dream. Lincoln Memorial. Washington D.C, VA. 28 Aug. 1968. Speech.
Smith, Clint. How to raise a black son in America. TED2015. TED. Web. Mar. 2015. Speech.
Pink, Dan. The Puzzle of Motivation. TEDxBloomington. TED. Web. July 2009. Speech.
Achor, Shawn. The happy secret to better work. TEDxBloomington. TED. Web. Mar. 2015. Speech.
Lewinsky, Monica. The price of shame. TED2015. TED. Web. Mar. 2015. Speech.
Do white rappers benefit from white privilege. BBC Trending. BBC News Services, 26 Jan. 2016. Web.
Persuasive final assessment packet
Scoring Guide
Peer revision and peer edit worksheets
ACT prompt worksheets
Results and Reflection:
Overall, students made growth in establishing and supporting a claim. I used continued to refer to their parts
of an essay strategy. Each time we worked on an essay, I referred back to the strategy. I found that with
time, many students began to show improvement. There were students who did not participate and other
students who were behind in their writing skill. For those students I provided explicit outlines to use. Some
of the students who took time to use it, greatly improved. There were students, however, who did not use it
or wrote their essay and then tried to work backwards. But, as a majority, I feel most of my students can
establish a claim and support it, using evidence.
I also found out that a majority of students did not use their time wisely in class. I gave students time to work
on their speeches during class. However, I realized without set expectations of work to finish by the end of

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

class, students would not utilize their time well. Although I gave students ample time to work on their
speeches, many of them turned their work in late and some not at all. In the future I will ensure that students
are given specific assignments to be done by the end of class.
Many students received low grades on their written speeches. I provided students with an explicit grading
rubric, which had been set up as a checklist. It was intended to make writing the speech easier. The
rationalization is that if students know exactly what they need to incorporate, they will succeed. What I have
found out is that a majority of students dont look at the scoring guide. Despite going over the scoring guide
in class and providing them their own copy, many students still ask about the requirements. I believe if I had
begun the scoring guide (checklist) at the beginning of the year, rather than towards the middle, students
would have become accustomed to them.

Template is based on the ONR STEM UBD Template and DOE EES SLO Template for SY 2014-2015

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu

Chasity Kauilani Klein * 95 733 Makaunulau St Mililani, Hawaii 96789 * (808) 227-3990 * cklai@hawaii.edu