Field 1

Karen Field
FRIT 7430 (Instructional Design)
Stage 1, Understanding by Design
Summer 2010
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UbD Stage 1 Template

Title of Everything’s An Grade 10

Unit Argument Level
Curriculu Literature & Time
m Area Composition Fram 3 weeks
e
Stage 1 – Identify Desired Results
Content Standards:
ELA10W2 The student demonstrates competence in a variety of genres.
The student produces persuasive writing that structures ideas and arguments in a sustained and
logical fashion; the student:
a. Engages the reader by establishing a context and developing reader interest.
b. Develops a controlling idea or formulates an arguable thesis that makes a clear and
knowledgeable judgment.
c. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or ethical
belief, personal anecdote, case study, analogy, and/or logical reasoning).
d. Clarifies and defends positions with precise and relevant evidence (i.e., facts, expert
opinions, quotations, or expressions of commonly accepted beliefs).
e. Excludes information and arguments that are irrelevant.
f. Organizes points of argument effectively to achieve desired outcome.
g. Addresses readers’ concerns, counterclaims, biases, and expectations.
h. Achieves closure by summarizing main points of argument, appealing to reason, ethics,
or emotion, or encouraging action.

Understandings
Students will understand that:
1. Visuals can support an argument as well as text.
2. The best way to create an effective argument is by reviewing both sides of the
argument.
3. Using emotional, ethnical, or logical appeals depends largely on the content of
argument.
4. The audience for the argument is an essential element to consider how best to
create an argument.
5. Being open-minded to differing views can make you a more informed person.
6. The most effective argument is the best support argument.
7. Being able to make an effective argument serves many purposes.
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Related Misconceptions:
1. Arguments have a right or wrong/good or bad solution.
2. Arguments are heated debates, where people yell at each other.
3. It’s not important for a person to consider the opposition’s views.
4. Changing my position makes me wishy-washy.

Essential Questions
Overarching Questions:
1. How can a visual make an
effective argument?
2. How does an audience
influence an argument?
3. Why is it critical to
understand the context of
an argument?
4. Why is necessary to make
concessions as part of an
argument?
5. How do you know when to
utilize the different appeals
as part of an argument?
Knowledge and Skills
Knowledge
Students will know:
-the story of Experanza in House
on Mango Street
-MLK’s “I Have a Dream” speech
-Naomi Madgett’s poem
“Alabama Centennial”
-Patrick Henry’s “Speech in the
VA Convention”
-how to structure paragraphs
(topic sentence, details, support,
and transitions)
-how to compose a thesis
statement
-how to write an effective
Topical Questions:
1. How can a pro-life advocate use a
picture of a fetus to make an
argument?
2. How does Cisneros use
Esperanza’s culture as an
argument for woman’s rights?
3. How does Naomi Madgett utilize
context to create an effective
argument in “Alabama
Centennial”?
4. In Patrick Henry’s “Speech in the
Virginia Convention,” how does
Henry demonstrate he
understands those who fear
revolution?
5. Why do Noami Madgett and MLK
utilize mostly emotional appeal to
create their arguments?
Skills
Students will be able to:
1. Define emotional, logical, and
ethical appeal
2. Identify emotional, logical,
and ethical appeal
3. Discuss the effect of appeals
4. Identify the elements that
contribute to the context of
an argument
5. Discuss audience and
purpose of an argument
6. Incorporate concessions into
an argument
7. Write an effective argument
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conclusion 8. Analyze and discuss an

effective argument
9. Choose a visual that supports
a written argument
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UbD Stage 1 C Template

o provided is
Each section of the
template has been

Scoring Rubric m not complete

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completed with
meaningful entries
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0 1 2 3 Score
U Identifies Identifies targeted Identifies targeted The targeted
n understandin understandings that understandings that understandings
d gs that relate will lead to some are enduring, based clearly utilize the six
e to the discovery but are on transferable, big facets of
r standards but not at the heart of ideas at the heart of understanding.
s are too the discipline. the discipline.
t simplistic or
a state factual 3
n knowledge.
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0 1 2 Score
E The essential The essential and Identifies essential questions that are
s and unit unit questions serve provocative, arguable, and likely to generate
s questions as guides, but might inquiry around the central ideas. Includes
e have right not provoke student both topical and overarching essential
n answers and engagement. questions.
t do not Includes some
i provoke topical and
a student overarching
l engagement. essential questions.

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K Knowledge Identifies knowledge Shows ability to identify key knowledge and

n and skills are and skills. key skills.
o not identified
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0 1 2 Score
G Numerous errors A few errors found in No errors found in
r found in grammar, grammar, spelling or grammar, spelling or
a spelling or usage usage that distract usage that distract
m that distract the the reader. the reader.
m reader.
a Most of the formatting Required formatting
r Required format has requirements have used
/ not been used been satisfied
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