Unit+Plan

Rocky Mount School District states that this unit would fit between grading periods three and four. One Sampson School pacing guide places the unit in the second grading period. || Students will be able to define, discuss, demonstrate, develop/structure and evaluate argument. Students will support and justify their own arguments. Students will also learn to revise, rewrite, and edit their own and their peers’ work. Students will differentiate accurate and inaccurate resources. Students will examine resources of their choice and discover information to support their argument. Students will create a polished works cited page. Students will construct a well written argument- based research paper. ||
 * Jackie Morgenstern-Novotny **
 * Unit Plan Rubric- ****Fall 2009 **
 * **1** || ** Unit Title: ** Argument || ** Lesson Sequence: **
 * ^  || ** Subject/Topic Area:  **Middle grades/ Argument  || ** Grade Level: ** 8th grade.  ||
 * ^  || ** Key Vocabulary/Phrases:  ** Argument, Research, Citation. || ** Unit Designer: ** Jackie Morgenstern-Novotny  ||
 * ^  || **Time Frame**** : ** This unit is to be covered over a ten to fifteen day time period.  ||   ||
 * ** 2 ** |||| **Unit Goal(s):**
 * ** 3 ** |||| **Content Standard:** Parts of each competency goal will be touched upon throughout this unit, but competency goal three will be emphasized the most. Competency goal 6- 6.02 (continue to identify and edit errors in spoken and written English…), will also be utilized throughout the group activities. ||
 * ** 4 ** |||| **Activities and Proven Teaching Methods: **Technology in education and cooperative learning will be used in this unit. ||
 * ** 5 ** |||| **Assessment/Data Analysis:** Describe what evidence you will collect in order to know that students understand. (i.e., performance tasks, work samples, quizzes, tests prompts, observations, student self-assessment). Describe how you will use assessments to determine which students have mastered the material and which ones need to receive additional instruction.

<span style="font-family: 'Arial','sans-serif'; font-size: 10pt; line-height: 115%;">Throughout the unit, there are multiple take home assignments, quizzes, short and long essays, journal entries, group projects, and individual projects. There is a take home tests that will be used for pre-assessment following the citation power-point lecture. The journal entries are intended to be a review of the previous day’s material at the beginning of each class. The journal entries are collected and reviewed two-four times a week, and are used to determine the mastery of the material.

If students need additional instruction, lectures will be altered and journal entries changed to help students grasp the concepts better. For example, if students are struggling to develop coherent arguments, an example of a bell ringer activity would be: “You really want to go to the football game this Friday night. Your mother has told you that you must finish your homework before you can do any social activity. You have a 2 page paper due on Monday that your mother is considering part of your homework. Develop an argument, fact based, that will win your mom over in order for her to give you permission to join your friends. Complete sentences are not necessary for the bell ringer, but complete thoughts are!” Students would then hand in their journal entries. It would be necessary for them to include their Saturday schedules, the fact that they would actually have MORE time to do the essay throughout the weekend, rather than rush to get all of their homework done on Friday night, etc. Such activities would be interjected throughout the unit if students do not master the material in the previously allotted time frame. ||
 * ** 6 ** |||| **Re-teaching/Enrichment: **<span style="font-family: 'Arial','sans-serif'; font-size: 7pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">D escribe how you will re-teach material to students who did not reach mastery. What classroom management strategies will you use to provide remediation and enrichment to two groups of students at the same time? Describe how you will extend learning for those students who reached mastery. <span style="font-family: 'Arial','sans-serif'; font-size: 7pt; line-height: 115%; mso-bidi-font-size: 11.0pt;">

If students do not master argument by the end of the web quest, I will create another argument based classroom activity. It will be similar to lesson one (the very basic lesson about uniforms), and will be held in a court-like manner. Students who struggled the most with the idea of argument will be paired with students who excelled the most. They will be identified as the grand jury. They will listen as the class, divided in two, stands to win the jury’s vote for the best argument (that they create on a specific topic). Each team will be graded on the structure and development of their argument. The grand jury will be graded on their reasoning for their decision of the winning team and how they go about restating the two teams' arguments.

Students who struggle with the broader English based topics covered in this unit plan will be able to reach mastery throughout other lessons. I will consistently use the sandwich handout for all research papers. I will also reinforce the importance of citation, editing, and structure in all essays and papers. This essay will not be the first essay written, and will not be the first time these students are made aware of the sandwich handout! ||

Argument Unit Plan Pacing Guide


 * **Day 1** <span style="color: #ccc0d9; font-family: 'Cambria','serif'; font-size: 14pt;">[[file:Leson Plan One.doc]]
 * Defining Argument**
 * Uniform debate**
 * Journal entry of controversial issue**


 * HW: Watch news and take notes on 3-5 controversial issues for class discussion.**

<span style="color: #ccc0d9; font-family: 'Cambria','serif'; font-size: 14pt;"> ** || **Day 2**
 * Reserve Library for days 6-7 for research paper and 9-10 for web quest.
 * Review Argument definition**
 * Discuss news topics**
 * Think-Pair-Share**
 * -Group essay**
 * -Emphasize the importance of no one using the computer for this project other than typing the essay**


 * HW: Swap group essays, edit for spelling, grammar only.**

<span style="color: #ccc0d9; font-family: 'Cambria','serif'; font-size: 14pt;"> || **Day 3** ||
 * Make edits on computer from previous day’s essay**
 * Introduce the importance of research**
 * Students write informal arguments against their peers’ arguments**
 * -Prove the necessity of facts vs. opinions in an argument**
 * HW: Bring in any resource to cite! (Website, book, magazine, etc)**
 * Teacher gives students a list of research/argument topics for essay. Students are to pick their topic for class the next day.**
 * **Day 4** [[file:Lesson Plan 4.doc]]
 * Create a works cited page together**
 * -Power point presentation**
 * Learn how to quote**
 * Continue to differentiate fact/fiction online**

|| **Day 5** - Sandwich handout **
 * HW: Take home quiz (10 points, open notes)[[file:Take home citation quiz.doc]]**
 * Collect tests**
 * Research and Development Lesson


 * Pop-quiz for participation points**


 * Students begin outline for research paper**


 * HW: Complete outline if not completed in class.** || **Day 6**
 * Library resource day**
 * Students will print completed work and be graded on focus**
 * Students will be reminded to keep a running works cited page**


 * HW: Work on research paper. Rough draft due day 8. Final paper due day 9.** ||
 * **Day 7**
 * Library resource day**
 * Students can bring completed work to teacher for questions/guidance**
 * Students will print completed work and be graded for participation points**
 * Works cited page due at end of class**
 * HW: Work on research paper. Rough draft due day 8** || **Day 8**
 * Cooperative editing in groups of 2- 3**
 * Students give each other input on their arguments as well as spelling/grammatical errors**


 * HW: Final paper due day 9** || **Day 9**
 * Final paper due**
 * Students to begin web quest<span style="color: #ccc0d9; font-family: 'Cambria','serif'; font-size: 14pt;">[[file:Webquest.doc]] **
 * Students to finalize parts one and two (hand in for participation points)** ||
 * **Day 10**
 * Students to continue web quest**
 * Students to finalize parts three and begin part four of web quest (hand in part three for participation points)**


 * HW: Finish part four of web quest.** || **Day 11**
 * Presentations of part four of web quest.** || **Day 12**
 * Presentations of part four of web quest.** ||