Tat2 Task 3 Inst

Running head: ICED WRITING STRATEGY IN RESPONSE TO LITERATURE 1
ICED Writing Strategy in Response to Literature
Phillip Day
Student ID: #000713057
Dr. Dove
TAT3: Task 3
February 19, 2018

ICED WRITING STRATEGY IN RESPONSE TO LITERATURE 2
Contents
ICED Writing Strategy in Response to Literature ....................................................................................................4
Overview of Instructional Unit ....................................................................................................................................4
Goal of Instruction ........................................................................................................................................................4
Target Population Overview ........................................................................................................................................4
Materials Needed for Your Unit of Instruction .........................................................................................................4
Instructional Sequence.................................................................................................................................................7
Delivery Overview.........................................................................................................................................................7
Learning Theories ........................................................................................................................................................7
Design Process ..............................................................................................................................................................8
Instructional Strategies................................................................................................................................................9
Task Analysis with Supporting Performance Objectives .........................................................................................9
Task 1.0 Understanding ICED Writing Strategy .......................................................................................................9
Task 2.0 Writing an introduction with relevant information and a thesis................................................................10
Task 3.0 Citing text evidence and elaborating on how is supports thesis ................................................................10
Task 4.0 Defend Thesis and Compose ICED Journal Entry ....................................................................................11
Task 5.0 Writers' Workshop ....................................................................................................................................12
Task 6.0 Engaging with Alternate Viewpoints and Entering a Debate....................................................................12
Task 7.0 Engage in a Debate ...................................................................................................................................12
Task 8.0 Compose Final Response to Literature Essay with Counterarguments ...................................................13
Lesson Plans ................................................................................................................................................................13
Lesson Plan #1 Title: Understanding ICED Writing Strategy................................................................................13
Lesson Plan #2 Title: Introductions: Writing a Strongly Worded Thesis ................................................................17
Lesson Plan #3 Title: Evidence in All Forms ..........................................................................................................20
Lesson Plan #4 Title: In Defense of My Thesis .......................................................................................................24
Lesson Plan #5 Title: Writers' Workshop................................................................................................................27
Lesson Plan #6 Title: Engaging with Alternate Viewpoints and Entering a Debate...............................................30
Assessment and Evaluation Method .........................................................................................................................33
References....................................................................................................................................................................36
Appendices...................................................................................................................................................................37
ICED Writing Strategy in Response to Literature
Overview of Instructional Unit
Goal of Instruction
After engaging in a series of lessons and structured peer collaboration in our classroom
and online, students will be able to compose a well-written argumentative response to literature
essay that incorporates counterargumentation, demonstrating a two to three point growth over
their original argument benchmark scores as measured by a writing rubric.
Target Population Overview
The specific audience includes 16 7th grade students in a co-taught language arts class.
The students’ ages range from 12-13 years old, of which eight are female and eight are male.
Five students have IEP’s as a result of learning disabilities and/or emotional disorders, and one
student has a 504 for attention deficit hyperactive disorder. Students have been given
Chromebooks that they carry with them throughout the school day and take home daily. In
language arts, students use technology almost daily, including to access assignments in Google
Classroom, compose writing via Google docs, perform research, and publish, collaborate, and
discuss work on our team wiki. The curriculum focuses on several types of writing, including
argumentative, informative, and narrative. Students who struggle with writing receive one day
per cycle of writing intervention support. Students also study complex vocabulary, punctuation
and capitalization, and other grammar-related topics. In reading, the focus is on close analysis of
literature, music, informational text, and speeches. Unit themes include social justice and the
power of one person’s voice. Throughout the year, students create several multi-media projects
and deliver oral presentations.

Data used to inform instruction include the Comprehensive Assessment of Reading
Strategies (CARS), a 120-question benchmark the measures each student’s reading in skills in 12
different strands, which include making inferences, comparing and contrasting, and main idea.
Additionally, writing mechanics skills are assessed via a comprehensive fall capitalization and
punctuation benchmark. Finally, students composed an argument benchmark in the fall, and this
piece of writing will serve as the baseline score that their response to literature is measured
against. All sixteen students scored below the target range on the argument-writing rubric
established by the language arts department teachers. However, as expected, each learner’s skills
varied; some students were stronger in embedding text evidence, while others struggled
answering the question with a thesis statement. As a whole, these students are engaged during
classroom activities, but they sometimes struggle with attention, especially during periods of
direct instruction. Additionally, motivation, especially towards writing tasks, is low for some
students.
Materials Needed for Your Unit of Instruction
• Chromebooks for each student
• Chromecast for each student
• Google Classroom
• Index Cards
• Exit Slips
• Epson WhiteBoard w/pen
• Practice Finding a Thesis Handout (Appendix A)
• ICED Graphic Organizer (Appendix B)
• ICED Response to Literature Rubric (Appendix C)

• Writers’ Workshop Peer Feedback Guide (Appendix D)
• Writers’ Workshop Reflection Form (Appendix E)
• Online Venn Diagram Rubric (Appendix F)
• Journals
• IPEVO presenter camera
• Online Venn Diagram (www.readwritethink.org/files/resources/interactives
/venn_diagrams/)
• Online Thesis Generator (https://awc.ashford.edu/writing-tools-thesis-generator.html)
• Class wiki (http://ams72la.pbworks.com/w/page/57952378/Front%20Page)
• Road map and umbrella visual
• “As Ye Sow, So Shall Ye Reap” by Jesse Stuart (Stuart, 1963)
• Large white poster paper
• Wiki discussion rubric (Appendix G)
• ICED Strategy Practice Response to Literature (Appendix H)
• Key to Elaboration Handout (Appendix I)
• Response to Literature Questions (Appendix J)
• MLA Style Quick Sheet (Appendix K)
• Easiest Way to Write a Killer Thesis PowerPoint (Appendix L)
• Paraphrasing video:
https://www.youtube.com/watch?v=kj0VBX8MfQA&t=114s&disable_polymer=true
(“Paraphrasing,” 2018.)
Instructional Sequence
This unit contains six instructional lessons. The total time of the lessons is nine hours, and
they take place over the course of twelve class periods. Each lesson begins with a pre-
instructional activity, followed by content presentation and instruction, learner participation, and
assessment. After each lesson, students have a follow-through activity, which mainly consists of
students composing the next component of their essays or engaging in collaborative activities,
such as debates and Writer’s Workshop.
Delivery Overview
The delivery method of instruction occurs in the classroom, though students do perform
some tasks at home, such as the online wiki debate. The teacher provides direction throughout
the unit, and each lesson leads to gradual release towards independent performance. Throughout
the unit there is paired work and small group work, such as Writer's Workshops and debates, and
several whole-class discussions are facilitated by the teacher.
Learning Theories
The constructivist approach was most often employed during this unit. From the start,
students actively built their knowledge rather than receive information via a teacher-to-student
mechanism. For instance, the initial hook in lesson one was to give the students the acronym
ICED and have them work together to determine its meaning in relation to writing. The teacher
pushed the learners to deepen their thinking and connect their prior knowledge about writing to
the task at hand.
Furthermore, collaboration and social interactions played a central role in the learning
process. For example, towards the end of the unit, students engaged in debates discussions to
develop counterarguments and rebuttals. The interactions with their peers encouraged reflection
on the evidence they selected to support their conclusions. The experience of discussing and
debating evidence was strategically designed to drive learning, a key tenet of constructivism.
Likewise, students engaged in Writers’ Workshops, which aligns with a constructivist approach
to learning. Constructivism emphasizes collaborative work as a means through which students
construct knowledge by their interactions with peers (Gunter, et al., 2003). Teachers are guides
rather than the sole source of information, and students are not passive recipients of information
but rather participants in its construction (2003). Writer’s Workshop applies key principles of
constructivism because they are student-led, cooperative, and designed to be a place where ideas
are shared, and, in the area of argument writing, debated. Perhaps most importantly, the social
interactions encourage students to revise their thinking. According to Graff and Birkenstein
(2006), writers use what others say or may say to build their argument (Graff & Birkenstein,
2006). While the evidence for their arguments comes from texts, students need to converse with
peers to truly understand how one can use evidence that runs counter to their claim as a means to
strengthen their arguments.
Design Process
The primary design process used was Wiggins and McTighe’s Backwards Design
(BD). The desired results were drawn from the Common Core State Standards grade seven
writing standards, specifically standards CCSS.ELA-LITERACY.W.7.1: Write arguments to
support claims with clear reasons and relevant evidence and CCSS.ELA-LITERACY.W.7.9:
Draw evidence from literary or informational texts to support analysis, reflection, and research
(English Language Arts Standards » Writing » Grade 7, n.d.). After close analysis of the sub
standards that support these primary standards, the UbD design matrix was used to determine
what the appropriate results should be and what evidence would demonstrate these results
(Wiggins & McTighe, 2005). A rubric was then designed that encapsulated the various skills the
unit would address as determined by the needs analysis. Furthermore, the unit’s focus was not on
tests and quizzes, but rather the production of an academic piece of writing that enabled students
to explain their ideas and interpret texts. Similarly, explaining and interpreting are two of the
ways BD defines understanding (Wiggins & McTighe, 2005).
Instructional Strategies
There are a variety of instructional strategies employed throughout this unit. The first
activity involves activating prior knowledge and brainstorming. The students are given the ICED
acronym, and they collaborate in teams to determine what it stands for, reflecting on what they
have previously learned about the parts of an essay. Additionally, throughout the unit there are
other forms of group work, and each grouping is strategically constructed by the teacher to pair
peers in such a way as to maximize learning. In Writer’s Workshop groups, students not only
provide critiques of their classmate’s writing, but also of each other’s contributions to the
discussion, a key component of cooperative learning. One such grouping includes debates, an
instructional strategy that is organized to produce academically productive talk.
Teacher modeling and Think Alouds are also applied several times, and students
regularly dissect student work prior to composing their own writing. Lastly, writing
conferencing, both in person and online, occurs between the teacher and student.
Task Analysis with Supporting Performance Objectives
The following is a list of instructional objectives used in this unit plan.
Task 1.0 Understanding ICED Writing Strategy
1.1. Determine what ICED is and how it supports writing

Performance Objective 1: Given the ICED acronym, students will be able to work in
groups to determine the four main parts of a well-composed written response to
literature with teacher support.
1.2. Label a written response to literature model
• Performance Objective 2: Given a sample ICED Strategy Practice Response to Literature
(Appendix H) and the Key to Elaboration Handout (Appendix I), students will be able to
identify the main parts of a written response to literature with 75% accuracy.
1.3. Analyze a written response to literature model
Performance Objective 3: Given a sample ICED Strategy Practice Response to
Literature (Appendix H) and the Key to Elaboration handout (Appendix I),
students will critique the writer’s use of ICED, determining at lease three
examples of effective or ineffective writing.
Task 2.0 Writing an introduction with relevant information and a thesis
2.1. Analyze effective and ineffective thesis statements
• Performance Objective 4: Given the Practice Finding a Thesis Handout (Appendix A),
students will be able to identify the thesis statement in three out of five paragraphs.
2.2. Answer the selected written response to literature prompt with a well-stated thesis
Performance Objective 5: Given their independent novels, response to literature
questions (Appendix J), and a thesis generator website link, students will be able
to directly answer the question with a strongly worded thesis statement and
relevant introductory information with 100% accuracy.
Task 3.0 Citing text evidence and elaborating on how is supports thesis
3.1. Extract relevant supporting evidence

Performance Objective 6: Given their independent novel, response to literature
questions (Appendix J), and thesis, students will select two to three pieces of
relevant supporting evidence with 100% accuracy.
3.2. Employ proper citations
• Performance Objective 7: Given their evidence and MLA Style Quick Sheet (Appendix
K), students will be able to compose correct in-text citations with 100% accuracy.
3.3 Explain evidence
Performance Objective 8: Given the Key to Elaboration Handout (Appendix I),
students will be able to compose a minimum of three sentences that clearly
explains their evidence as measured by the response to literature rubric (Appendix
C) in the average to target range.
Task 4.0 Defend Thesis and Compose ICED Journal Entry
4.1 Defend thesis
Performance Objective 9: Given their ICED graphic organizer (Appendix B) and
Key to Elaboration Handout (Appendix I, students will write two to three
sentences that defend their thesis and include their primary reasons as measured
by the response to literature rubric (Appendix C) in the average to target range.
4.2 Compose first draft of response to literature essay
Performance Objective 10: Given their independent novel, response to literature
questions (Appendix J), journal, and notes, students will be able to compose a
response to literature that demonstrates an understanding of the ICED writing
strategy as measured by the ICED Response to Literature Rubric (Appendix C).

Task 5.0 Defend Thesis and Compose ICED Journal Entry
5.1 Provide peer feedback
Performance Objective 11: Given their Writers Workshop Peer Feedback Guide
(Appendix D), students will be able to develop a minimum of two compliments,
two suggestions, and one correction with 100% accuracy.
5.2 Compose peer feedback reflection
Performance Objective 12: Given the written feedback from two peers, students will be
able to judge which feedback was most helpful and which revisions they will
make to their journal entries with at least two specific examples in their Writer’s
Workshop Reflection Form (Appendix E).
Task 6.0 Engaging with Alternate Viewpoints and Entering a Debate
6.1 Parallel evidence lesson
Performance Objective 13: With a teacher-generated model, students will be able to
align alternate viewpoints that are parallel to their evidence with 100% accuracy.
6.2 Brainstorm alternative viewpoints with an online Venn diagram
Performance Objective 14: Given a link to the online Venn diagram, students will record
two parallel alternative viewpoints to their arguments in anticipation of an online debate
with 100% accuracy according to the Online Venn Diagram Rubric (Appendix F).
Task 7.0 Engage in a Debate
7.1 Debate positions on the class wiki
Performance Objective 15: Given their completed online Venn diagrams, students will
be able to engage in an academically productive dialogue on the class wiki as measured
by the Wiki Discussion Rubric (Appendix G).

Task 8.0 Compose Final Response to Literature Essay with Counterarguments
8.1 Incorporating a Counterargument Paragraph
Performance Objective 16: After engaging in an online debate, students will be able to
compose one additional paragraph in their response to literature essays that includes two
accurate and logical counterarguments.
Lesson Plans
Lesson Plan #1 Title: Understanding ICED Writing Strategy
Lesson Overview: This lesson will introduce the acronym ICED and provide practice for
students in identifying the parts of a response to literature and evaluating their effectiveness.
• Resources or Materials Needed
• Chromebooks for each student
• Chromecast for each student
• Google Classroom
• ICED Strategy Practice Response to Literature (Appendix H)
• ICED Index Card
• Epson WhiteBoard w/pen
Lesson Objectives:
• Given the ICED acronym, students will be able to work in groups to determine the four
main parts of a well-composed written response to literature with teacher support.

• Given a Google Classroom ICED Strategy Practice Response to Literature (Appendix H)
and the Key to Elaboration Handout (Appendix I), students will be able to identify the
main parts of a journal entry with 75% accuracy.
• Given a Google Classroom ICED Strategy Practice Response to Literature (Appendix H)
and the Key to Elaboration Handout (Appendix I), students will critique the writer’s use
of ICED, determining at least three examples effective or ineffective writing.
Time: 2 hours
Step 1: Pre-Instructional Activities
• The instructor writes the acronym ICED on the board and provides students with an
ICED index card.
• In groups of three or four, instruct students to brainstorm what each letter of ICED might
mean in relation to writing and organization. Tell them to be creative and brainstorm as
many ideas as possible.
• Move from group to group, ensuring productive academic dialogue; prompt students
when necessary to connect their dialogue to the organization of writing.
• Have groups share their ICED mnemonic ideas by writing their possible answers under
each letter on the board. Encourage students to add ideas that they previously had not
thought of, but now that they see their peers’ ideas, they have revisited their original
ideas.
• Discuss the answers that are on the board. Provide prompting to extend the discussion.
Once Introduction is established, guide students towards the next logical steps in writing
(cite evidence, explain, and defend the evidence’s relationship to the answer) if they are
not already present on the board.

Step 2: Content Presentation
• Teacher will explain what ICED specifically represents: Introduce, Cite evidence,
Explain evidence, and Defend.
• Tell the students that they will be analyzing a sample written response to literature today
that employs the ICED strategy. Later, they will compose their first Response to
Literature, utilizing the ICED strategy.
• Instruct the students to log on to Google Classroom via their Chromebooks.
• Project the Google Classroom page on the Epson Whiteboard. Open the task titled “ICED
Strategy Practice.”
• Read the directions orally: You will practice analyzing two written responses to literature
that employ the ICED writing strategy. While reading the entry, use the Google doc
commenting feature to label the ICED components. Use the Key to Elaboration
(Opaleski-DiMeo, K.A, n.d) handout (Appendix I) and look for where the author:
• Answered the prompt and introduced essential background information
• Introduced evidence with citations
• Explained the evidence
• Defended the evidence in relation to their answer
• In addition, when confident, label other noteworthy features, such as transition
words, strong word choice examples, and literary terms.
• After labeling, add comments regarding the strengths and the areas you think
could be improved.
• Read the first entry aloud.

• Model how to add comments to a Google document while labeling the first important
component students identify (Introduction/Answer).
Step 3: Learner Participation
• Students will begin adding comments to the ICED Strategy Practice Response to
Literature (Appendix H) in Google Classroom. Their first focus will be on labeling the
ICED components of the sample written response to literature.
• Guide students as they work, ensuring that they are using the Key to Elaboration Handout
(Appendix I) as a guide.
• Provide oral feedback as they work.
Step 4: Assessment
• The teacher will ask for volunteers to Chromecast their analysis (Google comments) on
the WhiteBoard and explain it.
• Through discussion, the teacher will correct any misconceptions. By the end of the group
share, all students will have correct markings (comments) on the Google docs.
Step 5: Follow-Through Activities
• Once the entry has been fully analyzed, students will compose a four to five sentence
paragraph on the bottom of their docs, explaining what they thought was effective or
ineffective about the author’s use of ICED.
• Students will repeat this activity with ICED Strategy Practice Response to Literature
(Appendix H) entry number two. The teacher will assess the students’ work and provide
feedback via Google Docs comments.

Lesson Plan #2 Title: Introductions: Writing a Strongly Worded Thesis
Lesson Overview: This lesson will guide students towards understanding the functions of a
strongly worded thesis statement and how to compose a strongly worded thesis.
Resources or Materials Needed
• Large white poster paper
• Practice Finding a Thesis Handout (Appendix A)
• Online Thesis Generator: https://awc.ashford.edu/writing-tools-thesis-generator.html
• Easy Steps to a Great Thesis PowerPoint (Appendix L)
• Road map and umbrella visual drawing (student created)
• Colored pen
• Exit slip
Lesson Objectives:
• Given the Practice Finding Thesis Statements handout (Appendix A), students will be
able to identify the thesis statement in three out of five paragraphs.
• Given their independent novels, selected Response to Literature Questions (Appendix J),
and thesis generator website link, students will be able to directly answer the question
with a strongly worded thesis statement and relevant introductory information with 100%
accuracy.
Time: 1.5 hour
• The teacher will post the Large white poster paper on the WhiteBoard that states “Thesis:
Class Definition”
• The teacher will write the two thesis statements from the previous day’s ICED Strategy
Practice Activity on the board.
• The teacher will ask, “What is a thesis statement?” Look at the examples on the board to
generate ideas.
• Students will “Think-Pair-Share” their responses.
• The teacher will record student responses on the poster, creating a class definition. The
teacher will prompt students to elaborate on what the function of a thesis is and what are
its key components.
• The teacher will project on the board the Easiest Way to Write a Killer Thesis
PowerPoint (“CustomWriting,” 2013) (Appendix L)
• The teacher will review the slides, connecting the slides to the class definition and the
two examples thesis statements on the board.
• The teacher will introduce two visuals options, an umbrella and a road map.
• Students will work in pairs with the visual of their choice and draw a picture of it.
• Students will create an explanation of how their visual relates to a thesis statement.
• Students will share their visual and explanations.
• The teacher will then hand out and project the Practice Finding a Thesis Handout
(Appendix A).
• Independently, students will read the first paragraph and underline the thesis statement.
• Students will then turn and talk to a peer, discussing how they determined what the thesis
was. They will then repeat this process with the second paragraph.
• As a class, we will discuss the first two thesis statements, connecting them to our visuals
and class definition.
Step 4: Assessment
• Independently, students will identify and underline each thesis in the remaining three
paragraphs. The teacher and students will correct the Practice Finding a Thesis
Statements (Appendix A) as a class, but with a colored pen. The teacher will identify
students who struggled and provide additional support.
• Students will compose their first thesis statements using the thesis generator website.

• The teacher will collect the students’ printed thesis statements.
• Students will revise their thesis statements based on teacher feedback at the start of the
next class.
Lesson Plan #3 Title: Evidence in All Forms
Lesson Overview: This lesson will guide students towards identifying textual evidence that
supports their thesis statement, paraphrasing or quoting their evidence with proper in-text
citations, and explaining their evidence and how it supports their thesis.
• Journals
• MLA Style Quick Sheet (Appendix K)
• “As Ye Sow, So Shall Ye Reap” by Jesse Stuart (Stuart, 1963)
• Dry erase boards and markers
• IPEVO presenter camera
• Paraphrasing video:
Lesson Objectives:
• Given their independent novel, Response to Literature Questions (Appendix J), and
thesis, students will select two to three pieces of relevant supporting evidence with 100%
accuracy.
• Given their evidence and the MLA Style Quick Sheet (Appendix K), students will be able
to compose correct in-text citations with 100% accuracy.
• Given the Key to Elaboration Handout (Appendix I), students will be able to compose
write a minimum of two sentences that explain their evidence.
Time: 2 hours
• The teacher will start with a whole class discussion, asking, “Who can explain what
paraphrasing is?” Record responses on the whiteboard. Throughout the discussion, the
teacher will not correct misconceptions, but students will be allowed to reconsider their
thinking based on their peers’ responses.
• Ask, Why paraphrase text evidence? Record responses on the whiteboard.
• Ask, When is it appropriate to paraphrase? Record responses on the whiteboard.
• Ask, What is the difference between paraphrasing and quoting? Record responses on the
whiteboard.
• Ask, When it is appropriate to quote? Record responses on the whiteboard.
• Ask, Do you need to cite both paraphrased material and quotes? Why?
• Begin by showing the Brain POP video “Paraphrasing”
• Ask students to compare their original answers (recorded on the whiteboard) to the
information from the video. Ask, What similarities did you notice? What were the
differences? What questions do you still have?
• The teacher will introduce in-text citations by projecting the MLA Style Quick Sheet on
the whiteboard using an IPEVO presenter camera.
• The teacher will tell the students that they will be working in cooperative groups, pulling
evidence from a text, deciding whether it should be quoted or paraphrased, citing the
evidence, and defending why it was quoted or paraphrased. The teacher will write each of
these tasks on the board.
• The teacher will ask the students to orally summarize the previously read short story “As
Ye Sow, So Shall Ye Reap.”
• The teacher will instruct students to take out their copies of “As Ye Sow...”
• The teacher will ask the students to work in groups of three or four, using the text to
answer the following question: In the short story “As Ye Sow, So Shall Ye Reap,” Winn
continually and effectively peer pressures the unnamed narrator. What techniques did
Winn use that were so effective, and why were they effective? Use text evidence to
defend your answer.
• Students will take on the role of a school guidance counselor as they explore why Winn
was so effective in peer pressuring the unnamed narrator. Students have previously
analyzed this story through a close reading activity, but looking at the young characters’
situations through the viewpoint of a school guidance counselor encourages the students
to look more closely at the characters’ psychological state than their previous close
reading activities.
• Students will debate and then extract two pieces of text evidence to support their answer
to the prompt.
• Students will collaborate to paraphrase at least one of the two pieces of text evidence and
include an in-text citation.
• Students will record the quote that they paraphrased on one dry erase board and then the
paraphrased evidence on a different dry erase board.
• Students will take turns presenting their two dry erase boards. Audience students will
provide feedback on how well the students paraphrased their selected quotes.
Step 4: Assessment
• Using the ICED graphic organizer (Appendix B), students will collect relevant text
evidence to support their previously developed thesis statements. At least one piece of
evidence must be paraphrased, and all evidence must be cited.
• The teacher will collect the ICED graphic organizers (Appendix B) and assess the
evidence’s accuracy and the students’ abilities to paraphrase and cite.
• The teacher will meet the following day with students who struggled with the previously
assessed ICED graphic organizer (Appendix B) during the schedules intervention.
• After intervention, all students will compose a minimum of three sentences that explains
their evidence.
Lesson Plan #4 Title: In Defense of My Thesis
Lesson Overview: Students will take the final step of the pre-counterargument writing phase,
which are the concluding sentences of their ICED responses. In addition, students will compose
all the parts of their ICED paragraphs into one cohesive response to literature during in-class
writing time.
• ICED Response to Literature Rubric (Appendix C)
• Journals
• Whiteboard with boxing ring sketch
Lesson Objective
• Given their ICED graphic organizer (Appendix B) and Key to Elaboration Handout
(Appendix I), students will write two to three sentences that defend their thesis and
include their primary reasons as measured by the response to literature rubric in the
average to target range.
• Given their independent novel, Response to Literature Questions (Appendix J), journal,
and notes, students will be able to compose a response to literature that demonstrates 2-3
point growth over their baseline score.
Time: 90 minutes
• The teacher will begin by presenting the boxing analogy.
• The teacher will sketch a ring with two boxers on the board.
• The teacher will outline how researching and writing an argument is similar to preparing
for, and fighting in, a boxing match.
• The teacher will then write 12th Round on the board and ask the students what a boxer
should focus on in the last round: the knockout punch.

• The teacher will write a list of concluding signal words in the boxing ring and ask what
the words have in common.
• The teacher will then tell students that they will be writing their Defense (D in ICED) of
their thesis.
• The teacher will explain that it is important to signal to their readers that their argument is
concluding and end by revisiting their original argument (their thesis).
• The teacher will present three options from which the students can choose from or blend.
The first is to rewrite the thesis using distinct synonyms. The second is the change the
structure of the original sentence. The last is to split up the main points if the original
thesis had more than one.
• Students will choose one conclusion signal word and a strategy from the above list.
Students will then compose their defense in their ICED graphic organizer (Appendix B).
• The teacher will move from student to student, ensuring that a signal word and strategy
are being utilized.
• Students will then pair-share their defense with a partner.
• Students will critique each other’s defense.
• Students will volunteer to share their defenses.
• Students will volunteer to provide additional feedback.
• Students will then have the option to revise their defenses based on the feedback they
received.
Step 4: Assessment
• Using the their filled-in graphic organizers, students will now compose their rough drafts
of their response to literature journal entries.
• Students will participate in a Writers’ Workshop before turning in their final drafts.
Lesson Plan #5 Title: Writers’ Workshop
Lesson Overview: Students will engage in the after-writing phase with a Writers’ Workshop
activity. In groups of three or four, peers will provide the writer with specific feedback.
Afterwards, the writers will reflect on their workshop and make final revisions to their final
draft.
• Writers’ Workshop Peer Feedback Guide (Appendix D)
• Writers’ Workshop Reflection Form (Appendix E)
• Rough drafts of response to literature
Lesson Objectives:
• Given their Writers’ Workshop Feedback Guide (Appendix D), students will be able to
develop a minimum of two compliments, two suggestions, and one correction (if
necessary) with 100% accuracy.
• Given the written feedback from two peers, students will be able to judge which feedback
was most helpful and which revisions they will make to their journal entries with at least
two specific examples on their Writers’ Workshop Reflection Form (Appendix E).
Time: 90 minutes
• The teacher will instruct the students to take out their rough drafts of their response to
literature journal entries.
• The teacher will tell the students that they will be participating in a Writers’ Workshop.
This is their opportunity to give and receive productive, academic feedback.
• The teacher will explain that this Writers’ Workshop is similar to their previous Writers’
Workshops they have participated in (The steps are listed below in Step 3).
• The teacher will hand out the Writers’ Workshop Peer Feedback Guide (Appendix D).
• The teacher will project on the WhiteBoard an example of a Writers’ Workshop Peer
Feedback Guide from one of their previous Writers’ Workshops.
• The teacher will break the students into their strategically designed groups.
• Students will take turns sharing their journal entries.
• One student (the writer) will start by sharing their journal entry via Google Docs with the
two to three peers in their group.

• The writer will distribute copies of the Writers’ Workshop Peer Feedback Guide
(Appendix D) to his or her peers (the listeners).
• The writer will share any specific foci that they would like their listeners to focus on.
• The writer will read his or her entry aloud to the group.
• The listeners will read along.
• The listeners will mark the text as they read if they notice anything they would like to
later comment on.
• After a reading is completed, the listeners may ask questions before they begin analyzing
the entry and completing the Writers’ Workshop Peer Feedback Guide (Appendix D).
• Now that the reader has read his or her work aloud, they can make any edits of revisions
they noticed during this after-writing step.
• Once the listeners complete their Writers’ Workshop Peer Feedback Guides (Appendix
D), they share their thoughts with the reader. The reader can ask probing questions.
• After all listeners have shared, the reader will collect all Writers’ Workshop Peer
Feedback Guides (Appendix D) and use each one to compose a reflection and revise his
or her journal entry.
• This process repeats itself until all students have had their journal entry.
• Throughout the process, the teacher will move from group to group, listening for
academically productive talk and prompting when necessary.
Step 4: Assessment
• The teacher will listen to groups and assess their productivity.
• The teacher will collect all Writers’ Workshop Peer Feedback Guides (Appendix D) and
Writers’ Workshop Reflections (Appendix E) and assess for accuracy and thoroughness.
Follow Through Activities:
• The teacher will give the Writer’s Workshop Peer Feedback Guides (Appendix D) and
Writers’ Workshop Reflections (Appendix E) back to the students so they can make
revisions.
Lesson Plan #6 Title: Engaging with Alternate Viewpoints and Entering a Debate
Lesson Overview: Students will now learn how to find evidence that runs counter to their thesis
in anticipation of an online debate with a group of their peers.
• Online Venn Diagram (www.readwritethink.org/files/resources/interactives
/venn_diagrams/)
• WhiteBoard
• Online Venn Diagram Rubric (Appendix F)
• Wiki Discussion Rubric (Appendix G)
• Novels
• Class wiki
Lesson Objectives:
• With group members, students will be able to brainstorm a list of at least five of the good
and poor qualities of academic debate.
• With a teacher-generated model, students will be able to align alternate viewpoints that
are parallel to their evidence with 100% accuracy.
• Given a link to the online Venn diagram, students will record two parallel alternative
viewpoints to their arguments in anticipation of an online debate with 100% accuracy as
measured by the online Venn Diagram Rubric (Appendix F).
• After engaging in their digital wiki debates, students will be able to compose one
additional paragraph in their response to literature essays that includes two accurate and
logical counterarguments.
Time: 45 minutes
• The teacher will tell students that they are preparing for on online debate with a group of
their peers.
• The teacher will ask students to work in groups to brainstorm a list of the qualities of an
academic debate. The teacher will record their responses on the white board.
• The teacher will ask students to work in groups to brainstorm a list of the ineffective
qualities of an academic debate. The teacher will record their responses on the white
board.
• The teacher will review the Online Venn Diagram Rubric (Appendix F) and the Wiki
Discussion Rubric (Appendix G).

• The teacher will project a model online Venn diagram on the Whiteboard.
• The teacher will demonstrate how each piece of the writer’s evidence has a counter.
• Using the teacher model as a guide, students will analyze their novels, looking for
evidence that runs counter to their position.
• Students will record the counter evidence in their online Venn diagram.
• After recording their evidence, students will log into the class wiki and post their
responses to literature.
• For homework, students will read two assigned classmates wiki posts and add one cited
digital counterargument in the comments section of each student’s wiki page.
Step 4: Assessment
• Using the Online Venn Diagram Rubric (Appendix F), the teacher will assess the
students’ online Venn diagrams for accuracy and citation.

• The teacher will assess homework completion and the quality of the first night’s
counterargument posts using the Wiki Discussion Rubric (Appendix G).
• After students complete their online debates, the final paragraph of their response to
literature will be composed and submitted as their summative assessments.
Follow Through Activities:
• The following class period, students will read the counterarguments their classmates
posted and post a response/rebuttal.
• For homework, the students will continue their dialogue until each point has been
debated.
• After engaging in their digital wiki debates, students will compose one additional
paragraph in their response to literature essays that includes two accurate and logical
counterarguments.
• Students will then submit their final response to literature essays for assessment. The
teacher will assess the essays using the ICED Response to Literature Rubric (Appendix
C) and provide students with detailed feedback about their progress since the original
argument writing benchmark.
Assessment and Evaluation Method
The assessment and evaluation methods utilized in this unit are varied. Embedded
throughout each lesson are times for students to orally explain their thinking, whether it be in
pair-shares, small group discussions, or whole class discussions. While much of this is learner
driven and designed for the learners to construct new meaning without constant direct
instruction, the teacher plays a central role as the assessor. The teacher listens, asks probing
questions, and addresses misconceptions. This allows the teacher to assess the students’ progress
towards understanding new material. Additionally, students submit their writing throughout the
writing process, allowing the teacher to assess whether the students understand each discreet step
within the writing process. For example, when students compose their theses through the online
thesis generator, they submit them for teacher review. Before moving on to the next step in the
writing process, the teacher can intervene and adjust instruction for individual learners who may
not have learned the intended concepts of developing a thesis. Even prior to this, the teacher can
evaluate the students’ progress when they submit their practice work, such as when they analyze
practice paragraphs or model journal entries.
Student learning is also assessed through their written reflections. For instance, after the
Writers’ Workshops, students compose reflection paragraphs, explaining which feedback they
found to be most valuable and how they plan on using that feedback to improve. Finally, students
submit a final draft of their response to literature entries. This is the summative evaluation of the
unit, and the teacher evaluates the students’ writing via a detailed ICED response to literature
rubric and compares it to their baseline scores. This gives the teacher accurate and detailed data
on whether the students are meeting the objectives of the instruction. Students are then given
detailed feedback, and the writing process continues. The teacher evaluates students
understanding of the teacher feedback through their written reflections, and the teacher
continuously monitors student learning with each new response to literature the students submit.
Learning goals are then individualized, as each student will have different areas that need
development.
The summative assessment is the student’s final response to literature, which will be
assessed using an ICED response to literature rubric (Appendix C). Students’ scores will then be
compared to their fall benchmark scores, and individual student growth will be measured in three
areas of argument writing: Statement of Purpose/Focus and Organization, Evidence/Elaboration,
and Conventions. In sum, the assessments and evaluation methods embedded throughout and at
the culmination of the unit provides the teacher a clear understanding of student progress towards
the learning objectives.

References
CustomWriting, Working at Custom-Writing.org Follow. (2013, February 01). Easiest way to
write a thesis statement. Retrieved July 15, 2017, from
https://www.slideshare.net/CustomWriting/easiest-way-to-write-a-thesis-statement
English Language Arts Standards » Writing » Grade 7. (n.d.). Retrieved July 5, 2017,
from http://www.corestandards.org/ELA-Literacy/W/7/
Graff, G. & Birkenstein, C. (2006). They say I say: The moves that matter in academic writing.
New York: W. W. Norton & Company.
Gunter, M.A., Estes, T.H., & Schwab, J. (2003). Instruction: A models approach (4th ed.) Boston:
Allyn and Bacon.
MLA Style Quick Sheet. (n.d.). Retrieved July 14, 2017, from https://library.lanecc.edu/
Opaleski-DiMeo, K.A. (n.d.). ICED: The Key to Elaboration - ReadWriteThink.

Retrieved June 12, 2017, from http://www.readwritethink.org/professional-
development/strategy-guides/iced-elaboration-31096.html
Paraphrasing. (n.d.). Retrieved July 14, 2017, from
https://www.brainpop.com/english/writing/paraphrasing/
Stuart, J. (1963). A Jesse Stuart reader: Stories and poems. New York: McGraw-Hill.
Wiggins, G. & McTighe, J. (2005). Understanding by Design (2nd. ed.). New Jersey: Pearson.
Appendix A
Name:
Date:
Period:
Practice Finding a Thesis
Directions: Independently, read the first paragraph and underline the thesis
statement. Then, turn and talk to a peer, discussing how you determined
what the thesis was. Repeat this process with the second paragraph. After
we discuss your findings with the class, independently identify and underline
each thesis in the remaining three paragraphs. When you have finished all
three, again discuss how you identified the thesis, but this time with your
entire group. We will then discuss all three as a class.
For some time now, I have had an 11 p.m. curfew, even on weekends. When I
was younger, this curfew was fine, and I didn’t really complain. However, now that I
have reached an age when this curfew is no longer suitable. For several reasons, it is
clearly time to move my curfew to 12:30 a.m. on weekends.
Source: Cottonwood Press, Inc., 2004. www.cottonwoodpress.com
We were broke. I had just cooked a roast, a big pork roast that was supposed to
last for the three evening meals remaining until payday. I put the roast on the table and
went into the living room to get my husband. Then I stared in horror as our dog Daisy
ran past us with the whole pork roast in her mouth. Perhaps that incident prejudiced
me, but I know that a dog isn’t the easiest animal in the world to live with. A cat, which
can’t even get a port roast in its mouth, is a much better choice for anyone thinking
about getting a pet.
Source: Cottonwood Press, Inc., 2004. www.cottonwoodpress.com
Appendix A (continued)
Most moviegoers assume that a Disney-produced film is always going to be
appropriate for the entire family. After all, this is the company that has brought us
Mickey Mouse, Mary Poppins, and Peter Pan. However, this common assumption is far
from the truth. Pixar’s most recent film, Up, should not be considered a “kid” movie. Its
character conflicts and main theme of loss are too complex for children to understand.
Identity theft is not a new crime. Throughout history, dishonest individuals have
pretended to be people they are not, often with the goal of political, social, or financial
gain. With the right appearance and demeanor, people have falsely presented
themselves as kings and bishops. Today, in our information age, identity theft is a far
more prevalent problem. With access to names, Social Security numbers, and other
personal information, thieves are able to steal identities, leaving the victims struggling to
clear their good names. Identity theft is a serious problem that claims millions of
innocent victims, and the government must implement better regulations to help put an
end to this crime.
After a trip to the local college/career fair, many students return home thinking
they know exactly who they want to be in life. Some are convinced that they should
become doctors, while others decide that the business world is for them. They build a
plan to immediately go to college after high school, but this is a costly mistake for a still-
maturing young adult who hasn’t yet been exposed to the real world. High school
graduates should be required to take a year off to pursue community service projects
before entering college. A year of community service projects will increase their
maturity and global awareness.
Appendix B
ICED Graphic Organizer
Name:
STRAND: ______ QUESTION: ______
Question:
TAG (Title, Author, Genre)
Thesis:
Plot summary (1-2 sentences that briefly describes the plot):
INTRODUCE your evidence. Don’t plop your evidence! What do you need to say before embedding
your evidence? :
CITE Evidence #1 (paraphrased or quoted) - Found on page ____

EXPLAIN Proof/Evidence #1:
DEFEND:
INTRODUCE your evidence. Don’t plop your evidence! What do you need to say before embedding
your evidence? :
CITE Evidence #1 (paraphrased or quoted) - Found on page ____
EXPLAIN Proof/Evidence #1:
DEFEND:
Appendix C
ICED Rubric: Response to Literature

Name: _______________
Date: ________________
Period: _______________
10 9-8 7 6 5-0
(exemplary) (target) (developing) (below target) (poor)
Introduce Thesis statement Thesis statement Thesis statement the Thesis statement Thesis statement
(I) answers the answers the question but is attempts to answer does not answer
question or question incomplete and/or the question but is question at all.
prompt with completely and has lacks critical written without Response deviates
accuracy in a all necessary elements (intro, explicit connection from prompt or
complete, structural elements.body, or concl. the question. question.
comprehensive, sentence).
and insightful
way. The
response has a
clear topic
sentence,
detailed and
complex body,
and effective
conclusion.
Cite Evidence Three + strong 2-3 strong & 2-3 pieces of textual 2 pieces of textual Response lacks
(C) & relevant relevant pieces of evidence are evidence are proper citation or
pieces of textual textual evidence correctly embedded included but may evidence.
evidence are are correctly into the response. not be correctly
correctly embedded into the Some mistakes in embedded,
embedded into response. citations. relevant, or cited.
the response. All evidence is
All evidence is properly cited.
properly cited.
Explain (E) Each piece of Each piece of Pieces of evidence There is limited There is no
& textual evidence textual evidence is are explained but explanation or elaboration in the
Defend is thoroughly explained and briefly, in a limited elaboration for any response. There is
(D) explained and connected to the manner. The supporting detail. no concluding
connected to the central idea. The concluding defense The concluding defense statement.
central idea. The concluding defense statement vaguely defense statement
concluding statement connects connects to the thesis is present but not
defense to the thesis statement. connected to the
statement clearlystatement. student’s thesis
connects to the statement.
thesis statement.
Appendix D
Writer:
Listener:
Journal Entry Title:
WRITERS’ WORKSHOP
Areas you might provide compliments and suggestions on include:
Thesis Statement Word Choice Evidence Citations
Explanations Specific Details Background information
Defense of Thesis Paraphrasing Explanations/Elaboration
STEP ONE
Compliments: Stay positive! Tell the writer what you think he or she did well. Record at least two
compliments supported by text evidence and a page/paragraph notation.
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. (Optional) _____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
STEP TWO
Suggestions: Give specific ideas about how the writer could improve his or her writing. Stay positive and be
specific. Record at least two suggestions supported with text evidence and a page/paragraph notation.
1. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
3. (Optional) ____________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
____________________________________________________________
STEP THREE
Corrections (if necessary): This means checking your peer’s paper for spelling mistakes, grammar mistakes,
missing punctuation, and incomplete or run-on sentences. Be sure to note where the mistake is in the text.
1. ____________________________________________________________
____________________________________________________________
2. ____________________________________________________________
____________________________________________________________
3. ____________________________________________________________
____________________________________________________________
Appendix E
Writer:
Readers:
WRITERS’ WORKSHOP REFLECTION
***Answer thoughtfully and in complete sentences***
What are some examples of the most insightful feedback you gained? Why?
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
What are the revisions you plan on making?

______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
On a scale of one to three, with three being the best and one the worst, how would you grade the
overall feedback you received from your peers? Why? Then, list each peer’s name, score each
1-3, and explain your score.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
Name:________________________ Score: ___
Name:________________________ Score: ___
Name:________________________ Score: ___
Name:________________________ Score: ___

Appendix F
Name:
Date:
Period:
Online Venn Diagram Rubric
• 1. Standard Not 2. Approaching 3. Standard Met
Met Standard
Supporting Text Two to three Two to three Four to five

Evidence pieces of pieces of pieces of
evidence are evidence are evidence are
inaccurate and do accurate and accurate and
not fully support support the support the
the student’s student’s thesis student’s thesis
thesis statement. statement. statement.
Counterargument Two to three Two to three Four to five
Text Evidence pieces of pieces of pieces of
evidence are counterargument counterargument
inaccurate and do evidence are evidence are
not fully support accurate and accurate and
an alternative support an support an
perspective. alternative alternative
perspective. perspective.
Placement of Some similarities Most similarities All similarities
Evidence within statements statements are statements are
the Venn located in the located in the located in the
Diagram outer circles. center. Most center. All
Some evidence evidence that evidence that
that demonstrates demonstrates demonstrates
differences is in differences is in differences is in
the inner circle. the outer circles. the outer circles.
Additional teacher feedback:

Appendix G
Wiki Discussion/Debate Rubric
• 1. Standard • 1. Standard Not 2. Approaching 3. Standard Met 4. Exceeding

Met Standard Standard
• SL.7.1 - Speaking Was not prepared, Was somewhat Was prepared for Was very well
and Listening did not participate prepared for the online prepared for the
Engage effectively in the discussion, discussions and discussions and online discussions
in a range of OR did not referred to the referred to and referred to
collaborative acknowledge text. Asked and evidence in the specific evidence
discussions (one- ideas presented by responded to ideas text. Asked, in the text. Asked,
on-one, in groups, others. contributed by responded to, and responded to, and
and teacher-led) others. reviewed ideas reviewed ideas
with diverse contributed by contributed by
partners on grade 7 others. others.
topics, texts, and
issues, building on
others' ideas and
expressing their
own clearly.
• SL.7.3 - Speaking Struggled to Identified a Identified and Evaluate a

and Listening identify a speaker's argument explained a speaker's argument
Delineate a speaker's and claims. speaker's argument and specific
speaker's argument argument and Identified the and specific claims. Identified
and specific claims. reasoning and claims. Evaluated which claims are
claims, evaluating evidence behind the soundness of supported by
the soundness of the claims. the reasoning and reasons and
the reasoning and the relevance and evidence, and
the relevance and sufficiency of the which claims are
sufficiency of the evidence. not. Evaluated the
evidence. soundness of the
reasoning and the
relevance and
sufficiency of the
evidence.
• W.7.1.A – Struggled to Introduced the Introduced the Introduced the
Writing Introduce introduce the claim(s). Provided claim(s), claim(s) in a way
claim(s), claim(s) or reasons and acknowledging that was very clear,
acknowledge provide reasons evidence that were alternate or acknowledging
alternate or and evidence that clear. opposing claims. alternate or
opposing claims, Provided reasons opposing claims.
and organize the and evidence that Provided reasons
reasons and were clear. were organized and evidence that

evidence logically. logically. were logically
organized to make
the claim(s) more
convincing and
clear.
• W.7.1.B - Provided Provided Used logical Used very logical
WritingSupport reasoning and reasoning and reasoning and reasoning and
claim(s) with evidence that evidence to relevant evidence highly relevant
logical reasoning were not relevant support the to support the evidence to deeply
and relevant or logical. Many argument. Used argument. Used support the
evidence, using sources were not some sources that sources that are argument. Used
accurate, credible credible. are credible and credible to show an only sources that
sources and showed some understanding of are credible or
demonstrating an understanding of the topic. acknowledged
understanding of the topic. sources limited
the topic or text. credibility to show
a deep
understanding of
the topic.
• W.7.1.D – Struggled to Maintained a Established and Established and
Writing Establish maintain a formal formal style maintained a maintained a
and maintain a style. through most of formal style. formal style most
formal style. the writing. appropriate for the
intended audience.
• W.7.6.B – Did not With some Used technology, Used technology,

Writing Use successfully use guidance from including the including the
technology, technology to adults, used Internet, to interact Internet, to interact
including the interact or technology to and collaborate and collaborate
Internet, to interact collaborate with interact and with others. with others,
and collaborate others on writing. collaborate with enhancing the
with others others. overall writing
process.
Wiki Discussion Rubric by Phillip Day was made with ThemeSpark.net and is licensed
under CC BY-NC-SA 4.0

Appendix H
ICED Strategy Practice Journal Entries
Directions: Students will practice analyzing two journal entries that employ the APE writing
strategy. While reading the entry, use the Google doc commenting feature to label the APE
components. In addition, label other noteworthy features, such as transition words, strong word
choice examples, and literary terms, as well as areas students think could be improved. At the
end, write a brief paragraph explaining why you think the entry is effective or ineffective.
Unwholly 12/13/14 Pages 1-191

Strand A Question 9: Using evidence from the story, predict a significant occurrence/event that
will most likely happen next.
In the science fiction novel Unwholly by Neal Shusterman, a significant event that will
most likely happen next is that one of the main characters, Cam, will cross paths with another
character, Risa, and, as a result, a new conflict will form. Cam finds a picture of a girl: “It’s
outdoors. Dusty. The girl plays piano under something dark and metallic that shades her…‘She’s
like an angel damaged when she fell to earth. She plays music to heal herself, but nothing can
heal her brokenness’… Someday he will find out who she is and meet her” (Shusterman 61).
Clearly, this sad, crippled girl who plays the piano fascinates Cam, but he doesn’t know her
identity and he vows to find her. The reader can tell that Cam’s own loneliness is what draws
him to the damaged “angel.” Cam, an intelligent, but stubborn teenager, is made entirely from
parts of many different unwinds, and this has left him feeling like the loneliest person on Earth.
There is literally no one else like him. The author used the photograph and Cam’s loneliness as
clues to lead the reader to the next event.
Later in this book, the author crafted another clue. Risa is introduced to the story as a
disabled resident of the Graveyard, which is a safe haven for runaway unwinds. She is depressed
because of the disadvantages caused by her wheelchair (74). Later, she plays the piano, which
she describes as one of the few activities she finds joy in. Furthermore, Conner, the brave but
stressed operator of the Graveyard and one of Risa’s close friends, is not spending as much time
with her as she was accustomed to. From this evidence, it is inferred that Risa exactly matches
the description of the girl in the picture: a sad, crippled piano player, who is also experiencing a
similar loneliness to Cam’s.
Shusterman used the characters’ thoughts and actions to foreshadow the next significant
occurrence in this novel. Soon, the character Cam will most likely meet Risa, the girl he has been
drawn to. However, this meeting may create a deeper conflict, since Cam is made of unwind
parts and Risa is against unwinding.
ICED Strategy Practice Journal Entries Part 2
Directions: Students will practice analyzing two journal entries that employ the APE writing
strategy. While reading the entry, use the Google doc commenting feature to label the APE
components. In addition, label other noteworthy features, such as transition words, strong word
choice examples, and literary terms, as well as areas students think could be improved. At the
end, write a brief paragraph explaining why you think the entry is effective or ineffective.
The Castle Behind Thorns 10/10/2014 Pages 1-
327
Strand B Question 4: Is the novel you read considered good literature?
The fantasy novel by Merrie Haskell, The Castle Behind Thorns, is considered good
literature for several reasons. One reason is that the main characters gradually change
throughout the novel. Another reason is that the novel has strong characterization.
In the novel, a main character that changes drastically is Perrotte, a 13-year-old girl who
was murdered by her stepmother, Jannet, and then brought back to life 25 years later. The
narrator carefully describes Perrotte’s feelings about her death: “the flames that consumed her
[Perrotte] were anger, sadness, and regret. Her life had been stolen” (Haskell 47). After Perrotte
was magically resurrected in the exposition of the novel, she has a desire for revenge. However,
in the resolution of the novel, Perrotte thinks, “Where did the path to forgiving Jannet start…
What would it be like… free of pain and grief she felt… would life feel like it did when she
stood shoulder to shoulder with Sand… Engrossing. Involving. Full of possibility and joy and
friendship?” (266-268). Clearly, Perrotte has changed because before she was after revenge, but
now she has become open to forgiveness. Perrotte responds to Sand’s question of whether she
forgave Jannet: “Not …really? No. But. But maybe I started to” (294). As a result of this answer,
the thorns that were keeping Perrotte and Sand trapped in the castle were destroyed.
In addition, the novel’s strong characterization makes the book good literature. For
instance, on pages 59 and 61, the narrator describes Perrotte in vivid details: “she stared at him
with frightened yet imperious eyes,” and, “a girl dressed in saffron velvet and russet silk, with
frizzed golden-brown hair staggered toward Sandy… eyes were glassy and her mouth was open.”
Judging by the detailed description of Perrotte’s clothes, the reader can infer that she is a royal or
noble person. Additionally, she also looks like she is going to faint, but the author states it in a
fascinating way, using verbs like “staggered” and adjectives like “glassy.” Just in these few brief
lines, the author has proven herself to be a sophisticated writer.
In conclusion, the novel The Castle Behind Thorns should be acknowledged as good
literature because the author develops her characters well and uses vivid details to craft her
characters.
Appendix I
The Key to Elaboration
ICED is a strategy to help you expand on your ideas to be certain that all
body paragraphs are fully explained as well as connected to your thesis.
I – Idea
This is the topic sentence of each body paragraph that directly and always
supports the thesis/claim.
C – Citation
This is the textual evidence that relates to your specific idea in the body
paragraph. If you are allowed to use your book, this should be a direct
quote, embedded quote, or paraphrase. If you are not allowed to use your
book, then this should be a summary or paraphrase of an event in the text.
If you are writing an expository, persuasive or a state writing prompt, then
come up with your OWN example (personal, historical, popular culture,
current events, etc.) to support your topic sentence. This evidence reflects
and is relevant to the central thesis/claim of your essay.
E – Explanation
This is the explanation and expansion of the citation/evidence in relation to

the topic sentence. DO NOT ASSUME THE READER KNOWS EVERYTHING
ABOUT YOUR TOPIC!!! Expand on I, the idea, and how C, the citation is a
means of supporting your idea. This step deepens the connection between
your idea (I), and your citation (C) as evidence to support your thesis/claim.
This should be at least one sentence, often two.
D – Defense of Thesis
This last step is the most difficult and one that students most often forget.
This is the last sentence that connects your whole paragraph back to your
thesis/claim. How does this whole paragraph support your thesis/claim and
tie back to the prompt?
Appendix J
Response to Literature Questions
Responding to Literature
I. STRAND A: KEY IDEAS AND DETAILS

1. What important lesson does the main character learn in this story? Defend your answer with
evidence from the text.
2. What is the protagonist’s main conflict in the story? Defend your answer with evidence
from the text.
3. Describe how a character demonstrated a particular trait (loyalty, bravery, honesty,
etc.). Defend your answer with evidence from the text.
4. Use evidence from the story to tell how two characters are significantly alike or different
(not just physical features). Defend your answer with evidence from the text.
5. Write a statement that identifies a theme. Explain the theme using details from the story.
6. How does the main character change in the story? Defend your answer with evidence
from the text.
7. Using evidence from the story, predict a significant occurrence/event that will most
likely happen next. Defend your answer with evidence from the text.
8. Which part of the story do you think is most important? Defend your answer with
evidence from the text.
9. How do the protagonist’s beliefs (principles, life philosophy, moral code) guide his/her
actions? Defend your answer with evidence from the text.
11. Why was a particularly important decision made in the novel? What were the effects of
this decision?
12. Is the novel you read considered to be good literature? Defend your answer with evidence
from the text.
Appendix K
ACHIEVING DREAMS
Reference Desk (research help): (541) 463-5355
Circulation Desk (check-outs, reserves): (541) 463-5273
library.lanecc.edu
MLA Style Quick Sheet In Text Citations in the body of the paper
Direct Quotes
A direct quote is a word for word copy of source material. The quote is enclosed in quotation marks. Include the
author's last name and date of publication as well as page numbers if available.
Examples
Joseph Conrad writes of the company manager in Heart of Darkness, "He was obeyed, yet he inspired neither love nor
fear, nor even respect" (87).
"The red tree vole is a crucial part of the spotted owl's diet" (Moone 15).
Block Quotes
The block quote is used for direct quotations that are longer than 4 lines. Indent the entire quote 1 inch or 12-16 spaces.
Example
At the conclusion of Lord of the Flies, Ralph and the other boys realize the horror of their actions:
The tears began to flow and sobs shook him. He gave himself up to them now for the first time on the
island; great, shuddering spasms of grief that seemed to wrench his whole body. His voice rose under
the black smoke before the burning wreckage of the island; and infected by that emotion, the other
little boys began to shake and sob too. (186)
Paraphrase/Summary
A paraphrase is a quotation rewritten in your own words. A summary is a condensed version of a longer passage from an
outside source. Both require citations. Include the author's name and the page number.
Examples
Oregon salmon populations have dramatically declined in the past decade (Lenz 27).
Kafka describes the insecurities of his youth, analyzing his social shortcomings in school and his rocky relationship with
his father (44-46).
Indirect Quote
When possible, cite information directly. If you must cite a source that was cited in another source, name the original
source in your signal phrase. Include the secondary source in parentheses with the abbreviation "qtd. in" (quoted in).
Include the indirect source in your works cited list.
Example
Jackson stated that... (qtd. in Johns 14).
In this example, "Johns" should appear in your works cited list.
Multiple Authors
2-3 Authors
Studies have shown that more and more teachers are changing careers after their first year of teaching. (Posamentier,
Jaye, and Krulik 55).
3+ Authors
Stutts et. al. argue that language development may also impact development in related parts of the brain (339).
Based on MLA Handbook 7rd ed.
Updated 10/2013 CD/DM-508
Appendix L
Easiest Way to Write a Killer Thesis

Statement
A thesis statement is
a sentence that tells readers the main points your paper

covers and in what order they appear.
It is your entire paper squeezed in 1-2 sentences at the

end of the introduction.
A thesis statement is
a sentence that tells readers the main points your paper

covers and in what order they appear.
It is your entire paper squeezed in 1-2 sentences at the

end of the introduction.
FAQ on thesis statements:
1) Does every paper need a thesis statement?

- Yes, no exceptions.
2) Where do I put it?

- At the end of the introduction.
3) Can it be longer than 1 sentence?

- No. Ok, maximum is 2 sentences.
4) Can I rewrite it if I change my mind?

- Sure. Revisit your thesis statement as you work on the paper.
A strong thesis statement is
•  Not obvious
Disputable
•  Some readers can disagree
•  Not too broad

Focused
•  Your position is clear
•  Not boring
Relevant
•  Readers won’t say ‘so what’?
3 questions on evaluating a thesis statement:
•  Could somebody argue for or against it?

•  Does the author argue for it?
•  Will readers want to read more about it?
If you answer YES to all the 3 questions,

your thesis statement rocks!
How to achieve this? Keep on reading!
A thesis statement and how it relates to the rest of

the paper
A thesis statement should:
•  answer the questions how and/or why ;
•  provide the logic of the paper;
•  cover the entire paper.
The rest of the paper should:

•  echo a thesis statement in every sentence;
•  prove that the thesis statement is correct;
•  repeat a rephrased thesis statement in the conclusion.
5 Groups of Never-Use Words:
•  Personal pronouns – I, you, we

•  Uncertainty qualifiers – might, maybe, perhaps
•  Extremism symptoms – everything, all, none, always,
never
•  Vague formulations – some, kind of, somewhat
•  Obvious exaggerations – life-saving, best of the best

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Running head: ICED WRITING STRATEGY IN RESPONSE TO LITERATURE 1

ICED Writing Strategy in Response to Literature

Student ID: #000713057

February 19, 2018

ICED Writing Strategy in Response to Literature ....................................................................................................4

Overview of Instructional Unit ....................................................................................................................................4

Goal of Instruction ........................................................................................................................................................4

Target Population Overview ........................................................................................................................................4

Materials Needed for Your Unit of Instruction .........................................................................................................4

Learning Theories ........................................................................................................................................................7

Design Process ..............................................................................................................................................................8

Task Analysis with Supporting Performance Objectives .........................................................................................9

Task 1.0 Understanding ICED Writing Strategy .......................................................................................................9

Task 2.0 Writing an introduction with relevant information and a thesis................................................................10

Task 5.0 Writers' Workshop ....................................................................................................................................12

Task 6.0 Engaging with Alternate Viewpoints and Entering a Debate....................................................................12

Task 7.0 Engage in a Debate ...................................................................................................................................12

Lesson Plans ................................................................................................................................................................13

Lesson Plan #1 Title: Understanding ICED Writing Strategy................................................................................13

Lesson Plan #2 Title: Introductions: Writing a Strongly Worded Thesis ................................................................17

Lesson Plan #3 Title: Evidence in All Forms ..........................................................................................................20

Lesson Plan #4 Title: In Defense of My Thesis .......................................................................................................24

Lesson Plan #5 Title: Writers' Workshop................................................................................................................27

Assessment and Evaluation Method .........................................................................................................................33

ICED Writing Strategy in Response to Literature

Overview of Instructional Unit

their original argument benchmark scores as measured by a writing rubric.

Target Population Overview

and deliver oral presentations.

Data used to inform instruction include the Comprehensive Assessment of Reading

Materials Needed for Your Unit of Instruction

• Chromebooks for each student

• Chromecast for each student

• Epson WhiteBoard w/pen

• Practice Finding a Thesis Handout (Appendix A)

• ICED Graphic Organizer (Appendix B)

• ICED Response to Literature Rubric (Appendix C)

• Writers’ Workshop Peer Feedback Guide (Appendix D)

• Writers’ Workshop Reflection Form (Appendix E)

• Online Venn Diagram Rubric (Appendix F)

• IPEVO presenter camera

• Online Venn Diagram (www.readwritethink.org/files/resources/interactives

• Online Thesis Generator (https://awc.ashford.edu/writing-tools-thesis-generator.html)

• Class wiki (http://ams72la.pbworks.com/w/page/57952378/Front%20Page)

• Road map and umbrella visual

• “As Ye Sow, So Shall Ye Reap” by Jesse Stuart (Stuart, 1963)

• Large white poster paper

• Wiki discussion rubric (Appendix G)

• ICED Strategy Practice Response to Literature (Appendix H)

• Key to Elaboration Handout (Appendix I)

• Response to Literature Questions (Appendix J)

• MLA Style Quick Sheet (Appendix K)

• Easiest Way to Write a Killer Thesis PowerPoint (Appendix L)

such as debates and Writer’s Workshop.

several whole-class discussions are facilitated by the teacher.

the task at hand.

to learning. Constructivism emphasizes collaborative work as a means through which students

strengthen their arguments.

writing standards, specifically standards CCSS.ELA-LITERACY.W.7.1: Write arguments to

ways BD defines understanding (Wiggins & McTighe, 2005).

instructional strategy that is organized to produce academically productive talk.

Task Analysis with Supporting Performance Objectives

The following is a list of instructional objectives used in this unit plan.