Rigorous Curriculum Design - DeKalb County School District€¦ · · 2017-08-28Rigorous Curriculum Design²Unit Planning Organizer Grade 9 Unit 2 ... Complete a graphic organizer

Rigorous Curriculum Design—Unit Planning Organizer Grade 9 Unit 2

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DEKALB COUNTY SCHOOL DISTRICT

RIGOROUS CURRICULUM DESIGN

UNIT PLANNING ORGANIZER

Subject(s) English Language Arts

Grade and Course

9th Grade Literature & Composition

Unit of Study

Unit 2: Argumentative Analysis

Pacing

Timeframe: Block: 4 Weeks

Traditional: 8 Weeks

“Unwrapped” Priority Common Core State Standards

Skills and Concepts

ELAGSE9-10RI8: DELINEATE and EVALUATE the argument and specific claims in a text, ASSESSING whether the reasoning is valid and the evidence is relevant and sufficient; IDENTIFY false statements and fallacious reasoning. ELAGSE9-10W1: WRITE arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. INTRODUCE precise claim(s), DISTINGUISH the claim(s) from alternate or opposing claims, and CREATE an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. DEVELOP claim(s) and counterclaims fairly, SUPPLYING evidence for each while pointing out the strengths and limitations of both in a manner that ANTICIPATES the audience’s knowledge level and concerns ESTABLISH and MAINTAIN an appropriate style and objective tone. ELAGSE9-10SL4: PRESENT information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.



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“Unwrapped” Priority Standards

“Unwrapped” Skills

(Students Need to Be Able to Do)

“Unwrapped” Concepts

(Students Need to Know)

Bloom’s Taxonomy Levels

DOK (For Overall Standard)

ELAGSE9-10RI8

• DELINEATE

• EVALUATE

• ASSESS

• IDENTIFY

• Argument

• Valid reasoning

• Relevant evidence

• False statements

• Fallacious reasoning

• 1 (Remember)

• 2 (Understand)

• 4 (Analyze)

• 5 (Evaluate)

• 1 (Identify)

• 2 (Assess)

• 3 (Analyze)

• 4 (Evaluate)

ELAGSE9-10W1

• WRITE

• INTRODUCE

• DISTINGUISH

• DEVELOP

• ESTABLISH

• Arguments

• Claims

• Counterclaims

• Style

• Tone

• 2 (Understand)

• 6 (Create)

• 1 (Identify)

• 2 (Assess)

• 3 (Analyze)

• 4 (Evaluate)

ELASGSE9-10SL4

• PRESENT

• Information

• Findings

• Evidence

• 2 (Understand)

• 3 (Apply) • 2 (Assess)

Supporting Standards

ELAGSE9-10RI1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELAGSE9-10RI5: Analyze in detail how an author’s ideas or claims are developed and refined by sentences, paragraphs, or larger portions of a text (e.g., a section or chapter) ELAGSE9-10RI9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”, Nelson Mandela’s Nobel Peace Prize Speech, The Universal Declaration of Human Rights), including how they address related themes and concepts. ELAGSE9-10RI3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.



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ELAGSE9-10L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. ELAGSE9-10L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses. b. Use a colon to introduce a list or quotation. c. Spell correctly. d. Produces legible work that shows accurate spelling and correct use of the conventions of punctuation and capitalization. ELAGSE9-10SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.

b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify, or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.



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ELA Overarching Standards

ELAGSE9-10RI0: By the end of grade 9, read and comprehend literary nonfiction in the grades 9-10 complexity band proficiently, with scaffolding as needed to the high end of the range.

ELAGSE9-10RL10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grade 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

ELAGSE9-10W10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences (begins in grade 3).

Essential Questions Corresponding Big Ideas

1. What is the basis of a strong argument?

2. How do you determine whether to agree with someone?

3. Why do you need to know the art of argumentation?

4. How do authors convey a personal point of view?

1. Specific claims, valid reasoning, and relevant and sufficient evidence are the basis of a strong argument.

2. Knowing the facts helps you make

informed decisions about whether to agree with someone.

3. You need to know the art of argumentation to determine people's motives and evaluate all sides of an issue. Knowing the art of argumentation helps you make informed decisions.

4. Authors convey a personal point of view through their arguments.



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Unit Assessments

Pre-Assessment Post-Assessment

Student Version: Gr9_9thGradeLiteratureandComposition_Unit2_Preassessment_Student Teacher Version: Gr9_9thGradeLiteratureandComposition_Unit2_Preassessment_Teacher

Student Version: DeKalb Benchmark Assessment Teacher Version: DeKalb Benchmark Assessment



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Performance Assessment

Engaging Scenario

Congratulations! You and your friends have been nominated to host a mock classroom debate. Your team must consist of at least one moderator and two debaters. Individually and with your peers, you will read multiple literary and informational texts. Together, you will choose a position to debate – for and against. You will write an argument and present your argument. Both sides of the argument made during the debate will be evaluated by your classmates. The individual or team who composes and defends their argument with the most effective supporting evidence will represent the class on the school’s debate team.

Performance Task Synopses

Task 1: Identify Opposing Viewpoints ELAGSE9-10RI8, ELAGSE9-10RI1 Read at least two literary and/or informational texts that will allow you to identify opposing viewpoints. Complete a graphic organizer in order to trace the argument, evaluate the argument and claims, and distinguish which claims are supported by reasoning and evidence. Task 2: Write an Argumentative Essay ELAGSE9-10W1a.b., ELAGSE9-10RI8 Using the analysis from Task 1, take a stance on the issue that was determined by your team and write an essay in which you present your idea and support it with evidence. Task 3: Higher-Order Debate Questions ELAGSE9-10SL4 Using your essay from Task 2, you will decompile your essay and transform that information into notes/talking points for your debate. Be sure to include all points, claims, and counterclaims to your notes. Also, include challenging questions to pose to your challenger that will effectively solidify your claim. Task 4a: Debate Presentation ELAGSE9-10SL4, ELAGSE9-10RI8 Using information from Tasks 1-3, hold your debate for your classmates. Task 4b: Peer-to-Peer Evaluation ELAGSE9-10SL4, ELAGSE9-10RI8 Each class member will evaluate and provide feedback on the argument and the debate based on the scoring guide.



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Performance Task 1 In Detail Identify Opposing Viewpoints Read at least two literary and/or informational texts that will allow you to identify opposing viewpoints. Complete a graphic organizer in order to trace the argument, evaluate the argument and claims, and distinguish which claims are supported by reasoning and evidence.

ELAGSE9-10RI8, ELAGSE9-10RI1 Task 1 Student Directions:

• Read at least two literary and/or informational texts that will allow you to identify opposing viewpoints.

• Complete a graphic organizer in order to trace and evaluate the argument. Questions to consider:

➢ Do the arguments appeal to logic, ethics, or emotions? ➢ Do the arguments rely on facts as opposed to opinions? ➢ Are the author’s ideas and arguments consistent, or true? ➢ Does the author contradict himself or herself? ➢ Does the evidence tend to prove or disprove the claim?

Task 1 Teacher Notes:

• Model the processes of Task 1 by reading an argumentative text, evaluating it according to the “questions to consider”, and recording the information on a graphic organizer.

• Prepare students for this task by teaching (or reviewing) persuasive techniques such as persuasive appeals and rhetorical devices.

• Include videos for students to evaluate in addition to the texts.

• William Shakespeare’s The Tragedy of Romeo and Juliet could be used as an anchor text for this performance assessment, and each task could be performed with the textual drama as a basis.

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 1 Scoring Guide

4 Advanced 3 Proficient 2 Basic 1 Below Basic

All “3” criteria plus: o Construct a

composition in which you reflect upon the process of evaluating argumentative texts.

o Graphic Organizer lists at least two arguments

o Each argument has at least one corresponding claim

o Each claim has at least one corresponding piece of evidence

o Meets 2 of the “3” criteria

o Meets fewer than 2 of the “3” criteria



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Performance Task 2 In Detail

Write an Argumentative Essay Using the analysis from Task 1, take a stance on the issue that was determined by your team and write an essay in which you present your idea and support it with evidence.

ELAGSE9-10W1a.b., ELAGSE9-10RI8 Task 2 Student Directions:

• Consider the strengths and weaknesses of the arguments and take a stance on the issue.

• Compose a position paper based on your individual stance on the issue.

• Support your position with valid reasoning and sufficient evidence.

• Develop claims and counterclaims fairly.

• Create an organizational structure that demonstrates clear relationships among your ideas.

Task 2 Teacher Notes: Students will be expected to write a multi-paragraph essay with a beginning, middle, and end. Remember that not all topics lend themselves to a traditional five-paragraph format. Provide mini-lessons around structuring an essay, paragraph writing, and how to incorporate and cite information. Citations can be simple and include author name and quote or paraphrase. Maintain focus on the standard – students should continually trace, evaluate, and distinguish their arguments, claims, and support as they create the essay. Include small group review, teacher conferencing, and student conferences to support students. Do not over-scaffold; allow students to work through the process. *Remember that writing is a recursive process, and that not every student will be at the same place on the same day. **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



All “3” criteria

plus:

o Essay includes explanation of the strengths and limitations of the counterclaim(s)

o Writes an essay that presents a clear argument for an area for improvement.

o Argument includes at least two text-based claims

o Each claim includes text-based supporting reasons and/or evidence

o Argument includes at least one counterclaim

o Each counterclaim includes supporting reasons and/or evidence





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Performance Task 3 In Detail

Higher-Order Debate Questions Using your essay from Task 2, you will decompile your essay and transform that information into notes/talking points for your debate. Be sure to include all points, claims, and counterclaims to your notes. Also, include challenging questions to pose to your challenger that will effectively solidify your claim.

ELAGSE9-10SL4 Task 3 Student Directions:

• Assign the following roles to each person in your group: debater(s) and moderator(s).

• Reconvene with your team and prepare questions for the classroom debate.

• Debater(s): o Develop and record multiple higher-order questions that stem from your conversation

about the literary and informational texts. o Choose at least 10 of the most engaging questions to use for the debate.

• Moderator(s): o Develop and record engaging questions that with assist in progressing the debate

forward. Task 3 Teacher Notes:

➢ Review the ReadWriteThink Strategy Guide ➢ Provide higher-order questions starters to help students write challenging questions that

effectively state, argue, and defend a claim.

*Input additional “Proficient” criteria to the Task 3 Scoring Guide to correspond with the specific requirements that you give to your students. **Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.



All “3” criteria plus:

o N/A

o At least 10 questions recorded to use for the debate

o Each question supports a claim or counterclaim



http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html



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Performance Task 4a In Detail

Debate Presentation Using information from Tasks 1-3, hold your debate for your classmates.

ELAGSE9-10SL4, ELAGSE9-10RI8 Task 4a Student Directions:

• Participate in a debate arguing for or against the opposing viewpoints you identified and researched in Tasks 1-3.

• Each team member must complete the tasks that are outlined below associated with his or her role in this activity.

• Debater(s): o Articulate your claims. o Provide evidence to support your claims. o Present a counterargument to your opponent in response to his or her arguments.

• Moderator(s): o Present the basic rules of the debate and the topic to the audience. o Ask the questions from Task 3. o Allow equal time for each debater to respond. o Maintain decorum and order during the debate.

Task 4a Teacher Notes:

• Teach or provide debate etiquette information to students, especially the moderator. To give them an understanding of the format.

**Students should have the opportunity throughout the unit to engage in independent reading within their Lexile range. Also, students should be exposed to text that is at the higher end of their Lexile range.

Performance Task 4a Scoring Guide



o N/A

Moderator(s): o The rules and the topic of

the debate are clearly stated

o Multiple questions from Task 3 are asked

o Debaters are given time to respond

o Participants are addressed if they disrupt the order

Debater(s): o Clearly state your claim o Provide evidence to

support your claim o Present a counterargument

to your opponent’s claim o Call attention to misleading

or false statements and reasoning presented by your opponent





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Performance Task 4b In Detail

Peer-to-Peer Evaluation Each class member will evaluate and provide feedback on the argument and the debate based on the scoring guide.

ELAGSE9-10SL4, ELAGSE9-10RI8 Task 4b Student Directions: Each team member will provide feedback about the argument based on the scoring guide. Top debaters will join the school’s debate team. There are two different roles in this phase: one being the presenter (holding the debate with your team), one being the evaluator (a member of the classroom audience). You will participate in a debate using your peers as the audience. You will evaluate how the debaters made a claim and supported that claim with evidence and counterclaims. Task 4bTeacher Notes: During the debates, provide students with evaluative criteria to look for as they evaluate the argument made and distinguish between a claim supported with evidence and reasoning and a claim that is not supported. Additionally, for EL and struggling students, if presentation time does not permit, they should be allowed an opportunity to present to the teacher and evaluate another student's essay after school, during tutorial, or ELT. *Remember, the focus of the debate is to determine the thoroughness of the argument and the students’ ability to evaluate an argument, delineating between valid and fallacious reasoning.

Performance Task 4b Scoring Guide



o N/A

o Analysis of

argument provided to peers on evaluation form.

o Evaluation includes identified reasoning (valid and fallacious)





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Instructional Strategies Instructional Strategies

Research-Based Effective Teaching Strategies

21st Century Learning Skills

Learning Objectives (posted and referenced)

Identifying Similarities and Differences

Summarizing and Note Taking

Reinforcing Effort, Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Purposeful small group instruction

Increased think time

Setting Objectives, Providing Feedback

Check for Understanding

Generating and Testing Hypotheses

Cues, Questions, and Advance Organizers

Interdisciplinary Non-Fiction Writing

Teamwork and Collaboration

Initiative and Leadership

Curiosity and Imagination

Innovation and Creativity

Critical thinking and Problem Solving

Flexibility and Adaptability

Effective Oral and Written Communication

Accessing and Analyzing Information

Other



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Intervention Strategies Intervention Strategies

(Tiers 1, 2, 3) Additional Supports in

Classroom

Specially Designed Instruction for Special

Education Students

Strategies for English Language Learners

Re-voicing

Explaining

Prompting for participation

Challenging or countering

Asking “Why?” “How?”

Reread

Practice new academic vocab.

Assistive technology

Pre-teach & re-teach in a different way

Repetition

Use of manipulatives

Collaborative work

Direct/explicit instruction

“Chunking”

Accommodating different learning styles

Create differentiated text sets

Providing additional guided practice

Conferencing

Additional time

Small group collaboration

Modify quantity of work

Take student’s dictation

Scaffold information

Differentiated content process or product

Consistent reward system

Refer to students’ IEP or 504 plan

Assistive technology

Visuals/Realia

Front-loading

Echoing/Choral response

Color-coding

Multiple exposures in different media

Pair-share

Modeling

Language scaffolds: e.g., sentence frames

Deconstruct complex sentences and texts

L1 support

increased opportunities for student-student talk

Strategic vocabulary instruction

Additional think time



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Strategies for Gifted Learners

Tier 1: Low Preparation Tier 2: Medium Preparation

Flexible-Learning Groups by Readiness, Interest, Learning Profiles

Gifted Education Cluster Classes

Choice of Books Gifted Education Collaboration Classes

Homework Options Tiered Activities and Products

Use of Reading Buddies Use of Literature Clubs

Various Journal Prompts Multiple Testing Options

Student/Teacher Goal Setting Multiple Texts

Varied Pacing with Anchor Options Alternative Assessments

Work Alone or Together Subject Advancement within class

Flexible Seating Curriculum Compacting

Varied Scaffolding Tiered Centers

Varied Computer Programs Spelling by Readiness

Design-A-DAY Varying Organizers

Varied Supplemental Materials Community Mentorships

Computer Mentors Stations

Think-Pair-Share by Readiness, Interest, Learning Profiles

Group Investigations

Open-ended Activities Students are Assessed in Multiple Ways

Explorations by Interest Student choice in selecting learning activities.

Options for Competition Simulations

Tier 3: High Tier 4: Advanced/Autonomous

Advanced Content English/language arts, mathematics, science and/or social studies courses

Above grade level accelerated English/language arts, mathematics, science and/or social studies courses

Resource Classes Advanced Placement Classes

Independent/Directed Study International Baccalaureate Classes

Socratic Seminars Internship/Mentorships

Whole Grade Acceleration



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Instructional Resources and Materials Suggested Resources Suggested Technology Resources

ReadWriteThink Strategy Guide

Robert’s Rules and Debate Decorum

High School Debate Topics Teens Love to Know

Analyze an Argument Practice Activity Suggested texts Anchor text The Tragedy of Romeo and Juliet by William Shakespeare Informational text Garr, A. “Christopher Columbus: Man of Destiny” Peele, S. “Romeo and Juliet Death Trip: Addictive Love and Teen Suicide Jamieson, L. “Fate in ‘Romeo and Juliet’” Meade, M. “Fate and Destiny: The two Agreements of the Soul”

Microsoft Word

www.commonlit.com

Text sets from newsela

City Club of Cleveland High School Debate Championship Video

http://www.readwritethink.org/professional-development/strategy-guides/socratic-seminars-30600.html

http://www.dummies.com/careers/business-skills/roberts-rules-and-debate-decorum/

http://teens.lovetoknow.com/High_School_Debate_Topics

http://teens.lovetoknow.com/High_School_Debate_Topics

https://www.texasgateway.org/resource/analyze-argument-practice-1-english-i-reading

http://www.commonlit.com/

https://newsela.com/

https://youtu.be/wrSdGRTCW5A

https://youtu.be/wrSdGRTCW5A



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Unit Vocabulary Unit Vocabulary Terms Interdisciplinary Connections

Academic / Tier 2 Unit-Specific / Domain / Tier 3

delineate claim

counterclaim argument

argumentation fallacious reasoning

tone evaluate qualify warrant proof

deduction rhetoric

bias evidence syntax thesis diction

persuasion citation

annotation

moderator stance/position

appeal validity

contradict sufficient negate

opposition unfounded

decorum/etiquette

Social Studies

Rigorous Curriculum Design—Unit Planning Organizer Blank


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Weekly Planner Course: 9th Grade Literature and Composition Unit 2: Argumentative Analysis

Pacing Priority (in bold) and Supporting

Standards

Engaging Learning Experiences

Core Instruction (in bold) and additional

resources

Formative Assessments

Week 1

ELAGSE9-10RI8 ELAGSE9-10RI1 ELAGSE9-10RI3 ELAGSE9-10RI5 ELAGSE9-10RI9

• Independent Reading

• Exposure and Interaction with Grade Level Text or Higher

• Read at least two literary and/or informational texts that will allow you to identify opposing viewpoints.

• Complete a graphic organizer in order to trace and evaluate the argument.

• Introduce the Engaging Scenario.

• Introduce key vocabulary terms.

• Review or teach persuasive techniques.

and

• Begin Task 1: Identify Opposing Viewpoints.

• Model how to read and evaluate a persuasive text and/or an informational video.

Pre-Assessment Discussion of the Essential Questions (throughout unit) Task 1 Scoring Guide Suggested informal progress monitoring checks:

• Vocabulary Quiz

• Daily warm-up activity

• Questioning

• Exit Slips



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Standards



resources


Week 2

ELAGSE9-10RI8 ELAGSE9-10W1 a, b, c ELAGSE9-10RI9 ELAGSE9-10L1 ELAGSE9-10L2



• Consider the strengths and weaknesses of the arguments and take a stance on the issue.

• Compose a position paper based on your individual stance on the issue.

• Support your position with valid reasoning and sufficient evidence.

• Develop claims and counterclaims fairly.

• Create an organizational structure that demonstrates clear relationships among your ideas.

• Review/teach the writing process.

• Review/teach students how to establish a formal style and objective tone in writing.

and

• Begin Task 2: Write an Argumentative Essay

• Provide a sample of proficient and/or below basic student writing.

Discussion of the Essential Questions (throughout unit) Task 2 Scoring Guide Suggested informal progress monitoring checks:

• Daily Warmup Activity

• Carousel Brainstorming

• Peer-Editing

Week 3

ELAGSE9-10RI8 ELAGSE9-10SL4 ELAGSE9-10RI1 ELAGSE9-10RI3 ELAGSE9-10RI5 ELAGSE9-10SL1



• Assign the following roles to each person in your group: debater(s) and moderator(s).

• Reconvene with your team and prepare

• Teach Socratic Seminar.

and

• Begin Task 3: Higher-Order Debate Questions

• Monitor and/or facilitate questioning

Discussion of the Essential Questions (throughout unit) Task 3 Scoring Guide Task 4 Scoring Guide Suggested informal progress monitoring checks:

• Daily Warmup Activity



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Standards



resources


questions for the classroom debate.

Debater(s):

• Develop and record multiple higher-order questions that stem from your conversation about the literary and informational texts.

• Choose at least 10 of the most engaging questions to use for the debate.

Moderator(s):

• Develop and record engaging questions that with assist in progressing the debate forward.

and conversations.

and

• Begin Task 4: Debate Presentation

• Teach or provide debate etiquette to students.

• Assist students with use of technology.

• Monitor students’ progress.

• Post-Discussion Reflective Writing

• Questioning

• Self-Assessment Checklists



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Standards



resources


Week 4

ELAGSE9-10SL4 ELAGSE9-10RI8 ELAGSE9-10RI1 ELAGSE9-10SL1

• Provide feedback about the argument based on the scoring guide.

• Participate in a debate using your peers as the audience.

• Evaluate how the debaters made a claim and supported that claim with evidence and counterclaims.

• Begin Task 5: Peer-to-Peer Evaluation

• Provide instructions (evaluative criteria) for how you want students to evaluate the debates.

Discussion of the Essential Questions (throughout unit) Task 5 Scoring Guide Post Assessment

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Rigorous Curriculum Design - DeKalb County School District€¦ · · 2017-08-28Rigorous Curriculum Design²Unit Planning Organizer Grade 9 Unit 2 ... Complete a graphic organizer