English

Rachel Moranty

Standards/Learning Targets

Standard: Synthesize multiple, authoritative literary and/or informational sources, creating cohesive research projects that show an understanding of the subject.
- 10. Gather information from a variety of sources; analyze and evaluate its quality and relevance; and use it ethically to answer complex questions.
  - a. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. (CCSS: W.9-10.7)
Learning Targets: Students will be able to (SWBAT): craft claim statements, recognize accurate information, identify relevant evidence, and write thorough analysis

Big Ideas/Possible Misconceptions

Big Idea: How to effectively argue for environmental change and the best techniques to make that sustainable environment.
Possible Misconceptions: A possible misconception about argumentative writing is that it is 100% opinion based and there is no need for facts. Another misconception about argumentative writing is that it does not allow for personal story-telling.

Formative Assessments

One formative assignment for this unit will be a draft of a claim statement. In a lesson, I will use direct concept teaching about claim statements. For this, I will go over the rules about claim statements. Then, students will create fun examples in their everyday life. The formative assignment will be their claim statement for their argumentative Instagram post that they write next. This assignment will provide evidence on how students craft claim statements. Depending on the data from this assignment, I will either go over the rules for claim statements in a new lesson or move on to how to support those claim statements with evidence gathering.

Another formative assessment for this unit will be the completion of an evidence collector processing sheet. This will be a space for students to collect facts from multiple sources that they can use to support their claim statement. At the top, students will write their claim statement. Then, there will be a table that has them write down from each resource: a quote from the source, how they will use the quote to support their claim, and why that source is reliable. The evidence outcome from this formative assignment will show if students can gather reliable information and can identify relevant evidence. Depending on the evidence I gather from this formative assignment, I will either teach more about evidence gathering and what makes a reliable source or I will move on to teach how to write thorough analysis of that evidence.