Students will begin this unit with a focus on narrative ...

ELA Unit Plan Template

Title of Unit: Modes of Writing Part B: Tools for the Future

Author and Email Address: Katie Hayes, Vince McIntosh, Whitney Douglas and Debra Benedetti

Grade Level: 12

Source: 2012?2013 Instructional Resources Project

Unit Overview:

This unit will expose students to various types of writing, such as argumentative, informational, narrative, public service announcements and analytical arguments. Thesis statements and research papers are also included. This unit is a follow-up to Modes of Writing Part A and the lessons may be taught throughout the year.

Unit Introduction/Entry Event:

Students will begin this unit with a focus on narrative writing, a topic with which students are already familiar. From that topic they will move through the other types of writing.

WV CCRS:

Objectives Directly Taught or Learned Through Inquiry/Discovery

ELA.12.5 - determine two or more central ideas of an informational text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex and critical analysis; provide an objective summary of the informational text. ELA.12.6 analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the informational text and media. ELA.12.10 determine the meaning of words and phrases as they are used in an informational text, including figurative, connotative and technical meanings; analyze how and why an author uses and refines the meaning of a key term or terms over the course of an informational text (e.g., how Madison defines faction in Federalist No. 10). ELA.12.11 in informational text, analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including how the author uses structure to make points clear, convincing and engaging. ELA.12.12 determine an author's point of view, purpose and tone in an informational text in which the rhetoric is particularly effective, analyzing how style and

Evidence of Student Mastery of Content Students will be able to identify and follow central ideas over the course of a text and be able to give a concise summary of the text.

Students will create an analysis of a complex set of ideas or a sequence of events.

Students will analyze the figurative, connotative and technical meanings of words and phrases in informational text, and note author's use.

Students will use informational text to examine an author's exposition or argument and determine how the author uses structure.

Students will identify the author's point of view, purpose and tone in an informational text and determine how style and content contribute to the beauty of the text.

content contribute to the power, persuasiveness or beauty of the text. ELA.12.20 write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims and create an organization that logically sequences claim(s), counterclaims, reasons and evidence.

develop and justify claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values and possible biases.

analyze words, phrases and clauses as well as varied syntax to link the major sections of the text, create cohesion and clarify the relationships between claim(s) and reasons, between reasons and evidence and between claim(s) and counterclaims.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the argument presented.

Students will be able to write arguments and support their claims using valid reasoning. They will introduce claims, develop and justify claims, analyze words and phrases, use a formal style and objective tone, and provide a concluding statement.

ELA.12.21 write informative/explanatory texts to examine and convey complex ideas, concepts and information clearly and accurately through the effective selection, organization and analysis of content.

introduce a topic; organize complex ideas, concepts and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables) and multimedia when useful to aiding comprehension.

evaluate the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations or other information and examples appropriate to the audience's knowledge of the topic.

use and evaluate appropriate and varied transitions and syntax to link the major

Students will be able to write informative or explanitory texts to convey their ideas clearly, They will intoduce the topic, evaluate the most relevant facts about it, evaluate the topic, use varied transitions and syntax and precise language, use formal style and provide a concluding statement.

sections of the text, create cohesion and clarify the relationships among complex ideas and concepts.

use precise language, domain-specific vocabulary and techniques such as metaphor, simile and analogy to manage the complexity of the topic.

establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.

provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

ELA.12.22 write narratives to develop real or imagined experiences or events using effective technique, well-chosen details and well-structured event sequences.

engage and orient the reader by setting out a problem, situation or observation and its significance, establishing multiple point(s) of view and introducing a narrator and/or characters; create a smooth progression of experiences or events.

use narrative techniques, such as dialogue, pacing, description, reflection and multiple plot lines, to develop experiences, events and/or characters.

use and evaluate a variety of techniques to sequence events so that they build on one another to create a coherent whole and build toward a particular tone and outcome (e.g., a sense of mystery, suspense, growth or resolution).

use precise words and phrases, telling details and sensory language to convey a vivid picture of the experiences events, setting and/or characters.

provide a conclusion that follows from and reflects on what is experienced, observed or resolved over the course of the narrative.

Students will be able to write narratives that engage the reader by establishing a narrator, using dialogue, multiple plot lines and characters, using varied techniques to sequence events, using precise words and phrases and providing a conclusion.

Performance Objectives:

Know: How to write effectively throughout the modes: narrative, informative and argumentative

Understand: Writers can make connections, convey meaning and promote new understanding through purpose-driven, audience-appropriate essays.

Do: Read, comprehend, analyze and evaluate literary and informational texts. Write in the narrative, informational, and argumentative modes. Prepare and present a PSA regarding career choice. Evaluate thesis statements. Revise and edit ineffective thesis statements. Present a thesis. Generate and present research question. Present a polished researched argument.

Focus/Driving Question: Through the range of narrative, informational, and argumentative modes, how is the theme of Man vs. Society realized? How do writers convey meaning through narrative and informational writing? How does informational writing promote inquiry and new understanding? How can argumentative and informational writing create connections to prior learning while facilitating analysis? How do we determine what skills and knowledge are necessary for specific careers? How do we analyze argumentative writing? How do I become a close reader of literary and informational texts? How do writers engage their audiences with a claim supported by solid evidence? How do I incorporate what I've read into a research question and then a full-length paper?

Vocabulary: The vocabulary for this unit will vary with the type of writing being addressed. Basic writing terms such as introduction, body, conclusion, revise, edit, publish, argumentative writing, informative writing, narrative writing should be thoroughly examined and students should be able use these terms in their speaking and writing.

Assessment Plan:

Students will be assessed using various rubrics which should be presented to them and discussed before they begin to do the assignment.

Public Service Announcement Rubric WV Writing Rubric Grade 11 Presentation Rubric

Major Products: (Group) or (Individual)

Lesson 1: Narrative Writing Piece Lesson 2: How-To Essay Lesson 3: Classification Essay Lesson 4: Public Service Announcement Lesson 5: Analysis of a Speech

Assessment and Reflection:

Rubric(s) I will use: (Check Collaboration all that apply.)

Written Communication

Argumentative/Opinion

Informational Narrative

X

Critical Thinking & Problem Solving

12thGradeArgumentativeWritingRubric 12thGradeInformativeWritingRubric 12thGradeNarrativeWritingRubric Content Knowledge

Oral Communication Speaking and Listening

Presentation Rubric

Other

X Public Service Announcement X Rubric

Other classroom assessments for learning: (Check all that apply)

Quizzes/ tests Self-evaluation Peer evaluation

Practice presentations Notes Checklists/observations

Online tests and exams

Concept maps

Reflections: (Check all that apply)

Survey Discussion

Focus Group Task Management Chart

Journal Writing/ Learning Log

Other

Ticket Out The Door Reflection

X

Reflection: At the end of this unit, or after each of the individual lessons, both students and the teacher should reflect on their learning. Students will be asked to do a Ticket out the Door on which they will record their understanding of the day's lesson. They should also record any questions that they may have that were not answered during the lesson. This will help the teacher evaluate student understanding. The teacher should reflect on how the lesson worked with the students. What things went well? What changes need to be made the next time the lesson is taught?

Materials/Websites: Angelou, Maya. "Champion of the World" (1110L) Orwell, George. "Shooting an Elephant" (1190L) Berry, Wendell. "The Pleasures of Eating." (1030L) Orringer, Julie. "Note to a Sixth-Grade Self." (short story that could be paired with "High School's Secret Life") Teacher-selected Shakespeare soliloquy

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