Kuulei Nitta CID: 0427160 Student Teaching Fall 2013 Kapolei High School Secondary English Cooperating Teacher:

Ms. Joan Lewis University Supervisor: Mr. Michael Cawdery

Stage 1 - Desired Results

Established Goals: 9-10.RI.1 Create opinions and ideas from reading and analyzing the test and support your reasoning with evidence 9-10.RI.8 Look closely at a text to see if the argument and claims are valid and if the evidence used is relevant and valid. ID false statements and reasoning. 9-10.W.1 Write arguments to support claims, using valid reasoning and enough relatable evidence. a. Specifically introduce claims, show counter-claims, organize the information into clear relationships with claims, counterclaims, reasons, and evidence b. Represent both claims and counterclaims fairly; show both strengths and limitations; talk to the audience c. Link topics to have a good flow throughout writing using words, phrases, or clauses d. Write in a formal and respectful tone that stays true to the subject e. Conclude writing with a statement that supports and flows from the argument presented 9-10.W.4 Clear, easy to understand writing with development and organization 9-10.W.5 Develop and strengthen writing by: planning, revising, editing, rewriting, clearly stating significance and purpose for audience 9-10.W.6 Use technology to create and update writing. Use technology to present and share information. 9-10.W.7 Research projects to answer a question of solve a problem. Use multiple sources on the subject to show understanding (pros and cons; claims and counter-claims) Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. 9-10.W.8 Gathering valid information from multiple resources to answer the research question. Avoid plagiarism and cite sources; using resources to add to ideas. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. a. Apply grades 910 Reading standards to literature b. Apply grades 910 Reading standards to literary nonfiction 9-10.L.1 Demonstrate understanding of standard English grammar and usage when writing or speaking. 9-10.L.2 Demonstrate understanding of standard English capitalization, punctuation, and spelling when writing. 9-10.SL.3 Evaluate a speakers point of view, reasoning, and use of evidence, ID any false reasoning or exaggerated evidence. 9-10.W.10 Write over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) .

Transfer
At the end of this unit, students will be able to: organize opinions and support them by using the right resources that are properly cited. They will be able to connect thoughts and ideas drawn from reading text. They will also learn about the writing process and how an essay is developed and formed using evidence and a formal tone. Big Ideas: Citing sources and making inferences from text, gathering information (RI.1; W.8) Evaluate argument and claims through research, identify false statements and assess where reasoning is valid (RI.8; W.7) Write for audience and support claims using evidence from text to support analysis (W.4; W.9; W.10) Argue to support claim with formal style and conclusion (W.1; SL.3) Writing development using proper punctuation and grammar (W.5; L.1-2) Use of technology (W.6)

Meaning
Students will understand:

Essential question:

How to organize facts (sources), and topics (outline) What you need to write an essay and how to communicate their opinion on a topic while using facts to back it up. Knowing who your audience is affects the language and content of writing How a thesis statement summarizes the overall topic and is the focus of the essay Technology is a useful tool when used correctly to find sources that support claims and counterclaims There are many different perspectives that represent a variety of topics

Why is organization essential? How can outlines and lists help keep us organized? How do you analyze a text to make an inference and communicate an opinion? Are you able to back up your opinion using the text? Does who were writing to affect how we write? How? Is it possible to insert a whole essay into one sentence? How do you identify valid and invalid sources when using the internet? Are we able to use those sources to create valid arguments? There are always going to be both sides to an argument. Is it possible to communicate your own beliefs while still respecting someone elses?

Acquisition
Students will know: What an outline is How to identify and cite sources How to find useful information from different texts What a thesis statement is What a valid source looks like What to look for when analyzing a text Students will be skilled: Producing a quality outline How to sort through valid/invalid sources Read and analyze work Writing process: Drafts, editing, MLA format Constructive criticism and comments when editing work

Stage 2 - Assessment Evidence

Results

Topic Worksheet (ex. Red vs. Blue; Pros and Cons) Outline (Including Thesis statement) Bibliography Draft #1 (handwritten) Draft #2 (typed) Final Draft

Evaluative Criteria
Topic Worksheet: Main topic, 4 Points in each box Outline: Introduction (Thesis: clear explanation of topic with use of appropriate vocabulary) Body3 subtopics with 3 bullets each Conclusionrestatement of thesis Draft #1: Handwritten; 4 paragraphs (introduction, 2 body paragraphs, and a conclusion) Draft #2: Typed, 5 paragraphs (introduction, 3 body, conclusion) Peer Review: read and annotate essays Bibliography: 4 cited sources Final Draft: Typed, 5 paragraphs (introduction, 3 body, conclusion), MLA, bibliography Portfolio: all work is provided in one folder

Performance Task
Pre-Assessment: First draft. This will include: Introduction and concluding paragraphs, a thesis statement, the body will be 2 paragraphs long, and the paper will align with the students outline. This preassessment will show where the students are in terms of writing and organizing their thoughts into an argumentative essay.

Task
1. You will develop a list of pros and cons representing 2 opposing topics. 2. Your job is to create an outline in order to organize topics and sub-topics 3. You need to develop a thesis statement so that the reader (your teacher and peers) will understand what your essay is about 4. Your goal is to find three valid sources you can cite in your essay using MLA format and to consolidate them in a bibliography 5. Your first draft must meet the following standards: Introduction paragraph including your thesis two paragraphs including 2 out of 3 sub-topics, one cited source, and a conclusion paragraph. 6. When your first draft has been corrected, you will need to develop a typed second draft that will have more information about your topic. Look over and edit your own work. Your second draft must include: introduction paragraph including your thesis, three paragraphs including all three sub-topics, two cited sources, and a conclusion. 7. You are an editor. When doing a peer review for the second draft, make sure to correct and annotate the work. Include 5 comments/annotations, and make sure its constructive criticism. 8. The challenge will be to create a final draft that encompasses all that was learned during the writing process including,: an outline, 5 paragraphs (introduction including thesis, three paragraphs including all sub-topics, a conclusion that restates the thesis), peer review and self-evaluation corrections, and a bibliography. Also included will be a portfolio that has all these pieces of evidence

Stage 3 - Learning Experiences

Learning Event 1 - Topic Worksheet and Outlines Essential Question: Why is organization essential? How can outlines and concept maps help keep us organized? Goals: Find a topic Focus on your topic Find 4 things that relate to it (pros and cons, compare and contrast) Put thoughts and ideas in order using an outline format Why - We are doing this to help organize our thoughts, and focus on topics that will be used in our essay writing. When we organize our thoughts, we are able to know exactly where were going with our writing. This will also help us to structure our ideas and build connections. (Facet 1) Hook - Pros and cons can help when thinking of points to argue. (Facet 2) What are your ideas/opinions on... How do you think? What can you come up with? Explore/Equip - Whole Class: list topics that are appropriate, and could be used to argue for or against. Small group work: Students will choose their own arguments basing it on a topic that they are able to defend and support with facts Individual Work: Using their topic worksheet, students will edit and organize their topics into an outline format. Doing this enables students to hone in on topics and ideas that are important to them and have value in their lives. (Facet 3) Rethink/Revise - When students have an idea about topics that support their opinion, they will be asked to reevaluate the topic and find counter arguments, this way students are able to see both perspectives. (Facet 4) Exhibit/Evaluate - Students reflect on what theyve learned about their topics, was it easy to find a counter argument to their claim, how organizing their ideas has helped them search for a topic, and did they feel that they connected more when they researched both sides. (Facet 5 & 6) Tailor to needs - The topic worksheet and outline will be discussed and covered in class so students are able to ask for clarification and use their peers as one form of a resource. Organize - Because this is the initial class, the unit will be introduced and the rubrics will be handed out. Then the first part of the essential question will be introduced. Next, what an argumentative paper is will be introduced with a whole class example of topics that would be acceptable followed up with a small group/individual example. Once students have finished the research and have a clear direction on what their topic is going to be, along with counter claims, they will be guided in the creation of their outline. Standards met: What good are outlines? 9-10.W.5 Aids in the process of writing Develop and strengthen writing by: planning, revising, editing, rewriting, clearly Helps you organize your ideas stating significance and purpose for audi Presents your material in a logical form Shows the relationships among ideas in your writing ence 9-10.W.9 Constructs an ordered overview of your writing Draw evidence from literary or informa Defines boundaries and groups tional texts to support analysis, reflection, and research. Formative Assessment: Topic Worksheet

Learning Event 2 - Creating a Thesis Statement Essential Question: Is it possible to insert a whole essay into one sentence? Goals: Create a thesis statement that clearly communicates what the essay is about Input thesis statement into outline Use thesis statement to help guide topics and research Understand that a thesis statement summarizes an overall concept and focus for the essay Why & Where - Now that we have thoughts, and we have organized them using a concept map and outline format, we are ready to clarify what our topic is. We need to learn to create a thesis statement not only because its essential in all essays, but it also helps to guide us in our writing and informs the reader about what were writing about. (Facet 1) Hook - What Im trying to say is. Will students be able to finish the sentence while encompassing all the information about their topic that they have on hand? If they already have something, can they come up with something better? Will they be able to create an essay by basing it off of that one sentence? (Facet 2) Explore/Equip - Small Group: Students will be given a worksheet where they will have to identify a strong vs. a weak thesis statement. Through this exercise they will be able to gain an outlook on how a thesis could contain a plethora of information. Individual Work: Students will develop their own thesis statements. (Facet 3) Rethink/Revise - When they are done creating their thesis, students will insert it into their outline to check if they were able to communicate their topic properly. Students will also check each others work for either clarification or feedback. (Facet 4) Exhibit/Evaluate - Were students able to create a strong thesis? What did they have to do to make it strong? (Facet 5 & 6) Tailor to needs - The thesis statement and outline will be completed in class, if necessary, students will be allowed to take the work home, but they will be required to turn it in the following day. When graded, students will be allowed to re-submit their outline ONCE for a higher grade. Organize - Again, the lesson will start with asking the essential question to the whole class. What a thesis statement is and why its important will be discussed. The thesis statement worksheet will be done in group work so students can discuss what looks like a strong/weak thesis and why they think it looks strong/weak. Students will need their concept maps and outlines so they can use the information they have to create a thesis. Then students will be given time to develop a standpoint on their topics and work to develop a thesis based on their opinion. At the end of class, students will be required to turn in their outlines for grading. A good thesis statement clearly suggests an essays direction, emphasis, and scope. A thesis statement should not make promises that the essay will not fulfill. It should suggest how ideas are related and where the emphasis will lie. A thesis statement will usually argue a point of view, is not vague, and is strong (assertive language). Standards met: 9-10.W.4 Clear, easy to understand writing with development and organization 9-10.L.1 Formative Assessment: Demonstrate understanding of standard English gramOutline mar and usage when writing or speaking.

Learning Event 3 - Citing Sources and Creating a Bibliography Essential Question: How do you analyze a text to make an inference and communicate an opinion? Are you able to back up your opinion using the text? How do you identify valid and invalid sources? Goals: Determining a valid/invalid source Finding four sources that relate to the thesis statement Citing sources that support counter-claim to help strengthen argument Why & Where - Now that we have our topic and some claims/ counter-claims to support our argument, we will work on finding sources to support our claims. Citing valid sources will show the reader that your argument is logical, and when sources arent cited, not only does it seem like your whole essay is based on personal opinion, its called plagiarism. (Facet 1) Hook - Can you keep it real? We see information all the time, but how do we know that its true or valid? Are we able to identify valid and invalid sources? (Facet 2) Explore/Equip - Individual Work: Using each of their four sources, students will make a fact sheet for quick reference. When they have all the information, they can then translate their fact sheet into MLA format. With students finding all the facts out first, they will be able to determine if a source is valid or not (ie. if an article has no author, the information is from a blog or opinion column). (Facet 3) Rethink/Revise - Halfway through the lesson, the students will be asked where their progress is and how they feel like theyre moving along. What have they learned when looking for information? Are there any sources that are obviously biased? (Facet 4) Exhibit/Evaluate - After searching for sources, students may feel like changing their topic, or they may find a challenge in finding four valid sources to support both their claims and counter claims. Students will be asked: Has this process of finding materials helped strengthen or weaken your position on your topic? (Facet 5 & 6) Tailor to needs - The bibliography will be completed in class, if necessary, students will be allowed to take the work home, but they will be required to turn it in the following period. When graded, students will be allowed to re-submit their bibliography ONCE for a higher grade. Organize - The outlines will be handed back to students, and there will be a demonstration on certain shortcuts when searching for information, how Wikipedia isnt a source to cite, and what a valid source looks like. MLA formatting will also be explained: what the purpose is, how to format your sources, what information is needed to properly cite your sources. Students will then be given time to work on finding their four sources. Formative Assessment: Bibliography Standards met: 9-10.W.8 Gathering valid information from multiple resources to answer the research question. Avoid plagiarism and cite sources; using resources to add to ideas. 9-10.W.7 Research projects to answer a question of solve a problem. Use multiple sources on the subject to show understanding (pros and cons; claims and counter-claims) Conduct short as well as more sustained research projects to answer a question (including a selfgenerated 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. 9-10.RI.8 Look closely at a text to see if the argument and claims are valid and if the evidence used is relevant and valid. ID false statements and reasoning.

Learning Event 4 - First Draft Essential Question: Is it possible to insert a whole essay into one sentence? Goals: Create an introductory paragraph that both interests the reader and communicates the thesis statement Using their outlines, students will have 2 paragraphs in the body of their essay Clearly state a stance on the topic Create a concluding paragraph that revisits the main topics Why & Where - Now that we have our ideas organized and out topics generalized, and we know how to properly search for and cite sources, we are ready to write our first draft. The first draft is important because it helps us to get all our ideas out in a sentence form, and once thats down, we can add to it when we create our next drafts. (Facet 1) Hook - What makes you want to read something? Do you think you can hook someone within the first paragraph? The first 3 sentences? What style of writing makes things interesting, or is it the topic that makes the writing interesting? (Facet 2) Explore/Equip - The students have their outlines to refer to when concentrating on the topic they have chosen. The SEEI technique is something the students are familiar with, so they can use it as their base skeleton for this draft. Small Group: When students have their introductory paragraph, could read within their group and get verbal feedback. (Facet 3) Rethink/Revise - Did the outline and informational resources help students to explain their opinion in a logical and convincing manner? Does the thesis statement help to guide our writing? (Facet 4) Exhibit/Evaluate - Was it challenging to write according to the thesis statement? Why or why not? (Facet 5 & 6) Tailor to needs - Students may be likely to lose their papers, so after the bibliography and outline are handed back, students have the option of leaving their work with me to keep it all in one place since they will be needing to use them in class. If students who are done early, their drafts will be corrected and they will have permission to start typing out their second drafts. Organize - Students will be handed back their bibliography and be required to have their outlines with them. As a class, a couple introductory and concluding paragraphs will be read. Students will be asked which was interesting and what made them that way. Students will start creating their first draft in class, and may need to continue into the next class period. Formative Assessment: First Draft * *Note: this draft does not have to be typed, the main idea for this assignment is to start putting all our information into sentence form Standards met: 9-10.W.1 Write arguments to support claims, using valid reasoning and enough relatable evidence. a. Specifically introduce claims, show counter-claims, organize the information into clear relationships with claims, counterclaims, reasons, and evidence b. Represent both claims and counterclaims fairly; show both strengths and limitations; talk to the audience c. Link topics to have a good flow throughout writing using words, phrases, or clauses d. Write in a formal and respectful tone that stays true to the subject e. Conclude writing with a statement that supports and flows from the argument presented 9-10.W.4 Clear, easy to understand writing with development and organization 9-10.W.10 Write over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) .

Learning Event 5 - Second Draft and Peer Review Essential Question: Does who were writing to affect how we write? How? Goals: Edit and revise drafts Know how to criticize constructively and respectfully Remember to keep the audience in mind Why & Where - After the first, must come the second. We are creating a second draft so we can practice building on our ideas and information. Since the first draft was read and corrected by the teacher, now the second draft will be anonymously read and corrected by other students. (Facet 1) Hook - Rome wasnt built in a day, after receiving back the first draft, how can we improve our writing and add to our work? Have I been given advice that will help me? Will I be supportive and respectful of other students work when I read it? (Facet 2) Explore/Equip - Individual Work: Type out second draft and send in either electronically or as a hard copy. Referring back to the rubric, students will be building up their essay from the corrected first draft. When reviewing an essay, students will annotate the work and write constructive criticism and/ or comments to help the writer become better. (Facet 3) Rethink/Revise - Both when writing and reviewing students will be reminded to keep in mind their audience. Is there a way they can communicate their opinions clearer? Is the writing content or process different now that there is an audience in mind? What kind of comments would be appropriate? What type of advice would I like to receive? (Facet 4) Exhibit/Evaluate - What have I learned between my first and second draft? What have I learned from the peer review, both from the advice given and the advice I gave? (Facet 5 & 6) Tailor to needs - There will be class time given for students to type out their second draft. All papers will be consolidated by the teacher so students have no excuse about losing their work. Organize - Class will start with comments about the first draft and the writing process. Students will be asked about how they feel where they are in the process and one on one time will be given to those who are behind or lost. Because students will need to have this draft typed, there will be class time for them to accomplish this task. While students arent on the computer, they will either be working on work not yet turned in (first draft, bibliography, outline, etc) or answering the essential question in a small group discussion. When working on peer review, students will be given a numbered essay, and they will grade it using the rubric and annotate while reading. Students will also have a space to write advice/comments on the rubric. Formative Assessment: Second Draft Peer Review
Standards met: 9-10.SL.3 Evaluate a speakers point of view, reasoning, and use of evidence, ID any false reasoning or exaggerated evidence. 9-10.W.5 Develop and strengthen writing by: planning, revising, editing, rewriting, clearly stating significance and purpose for audience 9-10.L.2 Demonstrate understanding of standard English capitalization, punctuation, and spelling when writing 9-10.W.6 Use technology to create and update writing. Use technology to present and share information. 9-10.W.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. 9-10.RI.1 Create opinions and ideas from reading and analyzing the test and support your reasoning with evidence

Learning Event 6 - Final Draft Essential Question: There are always going to be both sides to an argument. Is it possible to communicate your own beliefs while still respecting someone elses? Goals: Students will thoroughly communicate their opinion on a topic while using facts to back it up. Understand that there are many different perspectives representing a variety of topics Create a final essay using the MLA format with bibliography Why & Where - This is the last part of the writing process where everything comes together in an organized and logical manner. Why write something over and over again? The final draft is work that has been built upon to create an argument. Now we are able to take a stand on a topic and support our opinion using valid sources and staying on topic. (Facet 1) Hook - The Final Frontier. The Big Lebowski. Everything leads to this. (Facet 2) Explore/Equip - Using the peer review, how can my writing improve? What can I incorporate into my essay while still staying on topic? (Facet 3) Rethink/Revise - How has everything we done contributed towards the final product? (Facet 4) Exhibit/Evaluate - Is the writing process easier now? How can my writing become better? How can I use what Ive learned in my day-to-day life? (Facet 5 & 6) Tailor to needs - Students will be allowed to organize their materials so their final is turned in. Organize - Students will have class time to type their final and put their paper together. The papers they will be required to turn in will be: typed final draft with bibliography, peer review, and 2nd draft. Post-Assessment: Final Draft The Final essay will show if students have learned how to organize their thoughts, support claims with valid evidence, and how to follow along with a main topic. It will also show their growth and if they tried to improve their performance. Portfolio The portfolio will contain the whole process in one place.
Standards met: 9-10.W.1 Write arguments to support claims, using valid reasoning and enough relatable evidence. a. Specifically introduce claims, show counter-claims, organize the information into clear relationships with claims, counterclaims, reasons, and evidence b. Represent both claims and counterclaims fairly; show both strengths and limitations; talk to the audience c. Link topics to have a good flow throughout writing using words, phrases, or clauses d. Write in a formal and respectful tone that stays true to the subject e. Conclude writing with a statement that supports and flows from the argument presented 9-10.W.4 Clear, easy to understand writing with development and organization 9-10.W.5 Develop and strengthen writing by: planning, revising, editing, rewriting, clearly stating significance and purpose for audience 9-10.W.6 Use technology to create and update writing. Use technology to present and share information. 9-10.L.1 Demonstrate understanding of standard English grammar and usage when writing or speaking. 9-10.L.2 Demonstrate understanding of standard English capitalization, punctuation, and spelling when writing

Weekly Schedule - English

Monday 10/14 NO SCHOOL Tuesday 10/15 Wednesday 10/16 Thursday 10/17 Topic Worksheet Outline Friday 10/18

Monday 10/21 Outline Thesis Statement

Tuesday 10/22

Wednesday 10/23

Thursday 10/24 Citing Sources MLA Format Creating a Bibliography COMPUTER LAB

Friday 10/25

Monday 10/28 First Draft

Tuesday 10/29

Wednesday 10/30

Thursday 10/31 First Draft - DUE

Friday 11/1

COMPUTER LAB Monday 11/4 Second Draft Tuesday 11/5 Wednesday 11/6 Thursday 11/7 Second Draft - DUE Peer Review COMPUTER LAB Monday 11/11 NO SCHOOL Tuesday 11/12 Wednesday 11/13 Thursday 11/14 Peer Review - DUE Final Draft Friday 11/15 Friday 11/8

Monday 11/18 Final Draft

Tuesday 11/19

Wednesday 11/20

Thursday 11/21 FINAL DUE

Friday 11/22

COMPUTER LAB

Resources Different ideas for brainstorming techniques http://writingcenter.unc.edu/handouts/brainstorming/ What is an argumentative essay? https://owl.english.purdue.edu/owl/resource/685/05/ http://classroom.synonym.com/make-strong-argument-essay-4837.html

Tips for an outline and thesis statement MLA Formatting/Bibliography https://owl.english.purdue.edu/owl/resource/747/01/ http://www.grammarly.com/handbook/research-and-documentation/documentation-styles/1/mla -modern-language-association/

Resources: valid vs. invalid http://www.grammarly.com/handbook/research-and-documentation/evaluating-resources/2/ good-or-bad-resource/

Tips on writing style http://www.grammarly.com/handbook/organization-and-development/writing-concisely/4/ unnecessary-words-and-phrases/ http://www.grammarly.com/handbook/revising-and-editing/spelling-and-grammar/7/transitions/ http://larae.net/write/transition.html

Assignment
Topic Worksheet Outline Bibliography Draft #1 Draft #2 (Typed) Peer Review Portfolio Final Draft Including Bibliography (Typed)

Due Date

Points Earned
________/20

Resubmit:______ Resubmit:______ 10/31 11/7 11/14 11/21 11/21

________/25 ________/25 ________/25 ________/50 ________/20 ________/35 ________/100

Points Total:

________/300

Topic Worksheet

VS
PROS PROS

CONS

CONS

Thesis Statement:

Outline Template 1 of 2

Topic:
Introduction:

Thesis Statement:

Main Point:

Main Point:

Outline Template 2 of 2

Main Point:

Conclusion:

First Draft Paper

First Draft Topic:____________________

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