Teacher Name/Collaborative Group:

Week of: October 21st-October 25th

Unit Details:
Desired Results--What do we want students to know and do?

Essential Standard(s)- Demonstrate rhetorical flexibility through writing and revising a variety of texts in multiple genres and for a variety of
college-level audiences and purposes. Students should reflect upon the writing process and themselves as writers.

Learning Target(s)/Objective(s) in Student Friendly Language-

I can demonstrate rhetorical flexibility through writing and revising of the Argumentative Paper.
I can reflect upon the writing process and myself as a writer.

Evidence-How will we know they learned?

Assessment(s) of Learning Targets-Formative and Summative

Formative: Students will participate in Peer Review with peers and will be allowed to revise their papers before submitting the polished draft.

Summative: Argumentative Paper- For this assignment, students are to write an argumentative essay that describes a topic from both sides and
presents a clear solution to the problem. Students will defend your position on the argument with sufficient detail; and you should make the text
engaging and dynamic for the reader. Students will choose an issue from the list provided; however, if you feel passionate about a different topic
that’s not on the list, you must seek approval from me. You will conduct a great amount of research during this paper..
 Learning Plan--Plan for instruction, intervention, and extension.

Monday/Tuesday Wednesday/Thursday Friday/Monday

10/21-10/22 10/23-10/24 10/25-10/28

Direct Instruction/Modeling Direct Instruction/Modeling Direct Instruction/Modeling

(I Do): (I Do): (I Do):
● Review the Song Analysis Assignment ● Argument Activity ● Review Reading
with students. ● Intro to Argument Genre ○ Argument Strategies-Chapter 22
Guided Practice/Group Work ○ What is an argument? ○ Argument(187-190)
(We Do):
● Song Analysis Presentations (I will
randomly draw names). Guided Practice/Group Work
(We Do):
● If selected, you will be able to play a ● Review Reading Guided Practice/Group Work
(We Do):
snippet of your song for the class and ○ Argument(184-187)
provide your interpretation of the song.
Be sure to prepare your evidence.
○ Argument Strategies ● Logical Fallacies
○ Activity
Independent Work
Independent Work
(You Do)
(You Do) Independent Work (You Do)
● Students will annotate and discuss the ● Argument Assignment
song “Take ● Work on Song Analysis ● Brainstorming (Discuss ONE
● Students will begin working on the Song issue/problem that you would like to see
Analysis Assignment changed at JHS or in the community of
Jonesboro.)
Homework: Read Chapter 11(Arguments) ● Song Analysis final questions/help
“Inventing Your Argument’s Content” in
Intervention:
Writing Today (p. 187-190).
● Feed back
● Writer’s conferences
Intervention:
Intervention:
● Feedback
● Feedback
● Writer’s conferences
● Writer’s conferences