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Verhaalen Amy Final Unit and Alignment Guide
Verhaalen Amy Final Unit and Alignment Guide
Amy Verhaalen
Stage 1 Desired Results
Established Goals (SOLs
and CCSS/Next Gen)
CCSS.ELA-LITERACY.W.910.1
Write arguments to support
claims in an analysis of
substantive topics or texts,
using valid reasoning and
relevant and sufficient
evidence.
CCSS.ELA-LITERACY.RI.910.6
Determine an author's point of
view or purpose in a text and
analyze how an author uses
rhetoric to advance that point
of view or purpose.
10.4 (R) The student will read,
comprehend, and analyze
literary texts of different
cultures and eras.
a) Identify main and
supporting ideas. h) Evaluate
how an authors specific word
choices, syntax, tone, and
voice shape the intended
meaning of the text, achieve
specific effects and support
the authors purpose
10.6 (W) The student will
Grade Level: 10
Transfer
Students will independently use their learning to
develop and communicate persuasive arguments based on the unique
perspectives of others.
Meaning
UNDERSTANDINGS
Students will Understand THAT...
ESSENTIAL QUESTIONS
Students will keep considering
Acquisition
KNOWLEDGE
Students will know
stronger words/verbs to replace common
words (K1)
definitions for ethos, pathos, logos (K2)
the distinction between weak and strong
arguments (K3)
the definitions of and difference between
similes and metaphors (K4)
SKILLS
Students will be able to... (include Blooms
Label)
...evaluate their position on certain topics
(Evaluate) (D1)
discuss how their personal beliefs may
change how they view a story or situation
(Comprehend) (D2)
compose an argument to try to chance
someones perspective (Create) (D3)
rate arguments as strong or weak
Understanding by Design 2.0 - Wiggins and McTighe, 2011
(Evaluate) (D4)
use similes, metaphors, and synonyms of
words to make arguments stronger (Apply)
(D5)
GOAL: Your goal is to change a common set perspective by employing some of the skills
weve learned during this unit.
ROLE: A guest expert speaker at _____________ Anonymous.
AUDIENCE: The various members of _______________ Anonymous.
SITUATION: These people have tried everything to quell their addiction, but so far nothing
has worked! You are dedicated to changing these peoples minds and helping them overcome
their addiction and adopt a new habit (one that YOU prefer).
PERFORMANCE/PRODUCT: You will compose a compelling speech to give to your audience,
convincing them to drop their current habit and take up yours.
STANDARDS FOR SUCCESS:
Include 4-5 different similes/metaphors in your speech. (K4) (D5)
Understanding by Design 2.0 - Wiggins and McTighe, 2011
Strive for good word choice that specifically conveys what you want to say! (Saying
their habit is appalling as opposed to bad). (K1) (D5)
Show that you understand the other side of the argument and that you understand why
these people think a different way than you do. (U1) (D1) (D2)
Remember that youre looking to change these peoples perspectives! (D3)
Lesson #
&
Topic/Foc
us
Lesson 1:
Strong and
Weak
Arguments
Lesson 2:
Word
UKDs
(You can
include
#s from
AG)
K3, D4
K3, D4
K1, D5
Exit Slip
Lesson 3:
Similes
and
Metaphors
K1, D5
U1, K4, D3
K4, D3, D5
Quickwrite
U1, D1
D1, D2
K2, D3
K2
Exit Slip
Student 1
Student 2
Student 3
Student 4
Corresponding
if
Pre-
How
Formatively
How
Formativel
if
if Summatively
Standard(s)
(if
applicable)
Assessed
(If so,
indicate
question
type)
Assessed
At Least 1
Concrete
GROUP
Method
(List
Strategy
and
Give Lesson
#)
CCSS.ELALITERACY.RI.9
-10.6
Short
answer
Brainstorm
Activity
(Lesson 3)
SOL 10.4(h)
y Assessed
At Least 1
Concrete
INDIVIDUAL
Method
(List
Strategy
and Give
Lesson #)
The Other
Side Jigsaw
(Lesson 4)
Summativ
ely
Assessed
via the
GRASP
(Provide
Rubric
Criteria)
Assessed via
the TEST
(Provide
question # and
item format)
Ideas and
Detail
coming up
with a
unique
argument
Q13 True/False
Essay
Originality
Students will know stronger
words/verbs to replace
common words (K1)
CCSS.ELALITERACY.RI.9
-10.6
SOL 10.6(c)
SOL 10.7(g)
Home Group/
Expert Group
(Lesson 2)
Exit Slip
(Lesson 2)
Voice and
Word
Choice
instances
of better
word
choice
Q15 True/False
Q19 Fill-in-blank
SOL 10.6(c)
(d)
Multiple
Choice
Carousel
(Lesson 5)
Exit Slip
(Lesson 5)
SOL 10.4(a)
Multiple
Choice
Weak/Strong
Arguments
(Lesson 1)
Categorizing
Strong and
Weak
Arguments
(Lesson 1)
Ideas and
Detail
showing a
weak
argument
from the
other side
Q1 Mult. Choice
Q3 Mult. Choice
Q4 Mult. Choice
Q11 True/False
Q12 True/False
Q18 Short
Answer
Q20 Fill-in-Blank
SOL 10.4(h)
Brainstorm
Activity
(Lesson 3)
Quickwrite
(Lesson 3)
Ideas and
Detailuse
enough
similes and
metaphors
Q14 True/False
Q16 Short
Answer
Q17 Short
Answer
SOL 10.6(c)
Q2 Mult. Choice
Q5 Mult. Choice
Q6 Matching
Q7 Matching
Q8 Matching
Q9 Matching
Q10 Matching
Voice and
Word
Choice
interesting
and unique
Understanding by Design 2.0 - Wiggins and McTighe, 2011
CCSS.ELALITERACY.RI.9
-10.6
SOL 10.6
CCSS.ELALITERACY.W.9
10.1
SOL 10.6(d)
Short
Answer
Short
Answer
The Other
Side Jigsaw
(Lesson 4)
Brainstorm
Activity
(Lesson 3)
Carousel
(Lesson 5)
OTOH
(Lesson 4)
Originality
Essay
OTOH
(Lesson 4)
Ideas and
Detail
Essay
Quickwrite
(Lesson 3)
Organizatio
n
organizing
argument
effectively
to make it
convincing
Originality
of
argument
and
evidence
SOL10.4(a)
SOL 10.4(h)
Multiple
Weak/Strong
Arguments
Categorizing
Strong and
Q3 Mult. Choice
Choice
SOL 10.4(h)
SOL 10.6(c)
(d)
CCSS.ELALITERACY.W.9
-10.1
10.6(c)
Weak
Arguments
(Lesson 1)
Home Group/
Expert Group
(Lesson 2)
Exit Slip
(Lesson 2)
Brainstorm
Activity
(Lesson 3)
SOL 10.7(g)
(Lesson 1)
Short
Answer
Quickwrite
(Lesson 3)
Q18 Short
Answer
Organizatio
nto make
argument
stronger
Voice and
Word
Choice
powerful
word
choice
Q14 True/False
Q15 True/False
Q16 Short
Answer
Q17 Short
Answer
Q19 Fill-in-Blank
Brainstorm
Activity
(Lesson 3)
Carousel
(Lesson 5)
10.7(g)