Teacher Name/Collaborative Group:

Week of: February 3rd- February 7th

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

Course Learning Outcomes:

● Write coherently for a university-level audience with attention to rhetorical appeals.
● Build arguments based on critical analysis of primary and secondary sources.
● Format paper and cite sources according to MLA guidelines.
● Integrate sources into their own body of work using summary, paraphrase, and direct quotation when appropriate.
● Read academic and popular texts critically, and analyze the effectiveness of the rhetorical choices made in these texts.
● Improve their writing in response to feedback provided by other writers and provide constructive feedback to others so that they
may do the same.
● Revise and edit with an awareness of how to improve larger rhetorical features.
● Employ awareness of how and when to perform the conventions of Standard English grammar, usage, and spelling.

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

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: “Believing and Doubting”- For this assignment, you will discuss both sides of a controversial topic; however, this will be done
in two different short papers (1.5-2 pages each), addressing both sides of the argument. To get a better feel for Peter Elbow’s “believing
game,” you will first write a 1.5-2 page paper of some belief that you strongly disagree with.Then, you will write a 1.5-2 page paper on
the same topic, but discussing the opposing side to the position you discussed in your first paper. Essentially, you will be writing pro
and con papers on the controversial topic.
 Learning Plan--Plan for instruction, intervention, and extension.

Monday/Tuesday Wednesday/Thursday Friday/Monday

2/3-2/4 2/5-2/6 2/7--2/10

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

(I Do: (I Do: (I Do):
● Student will complete Do Now about the ● Students will complete Do Now ● Students will complete Do Now
effective/ineffectiveness of Peer Review. pertaining to “Are Too Many People pertaining to “Starting your Research”
Going to College?” ● Evaluating Sources
Guided Practice/Group Work ● Evaluating Sources
(We Do):
Guided Practice/Group Work
● Read “Hidden Intellectualism”-Gerald (We Do):
Graff(google classroom) Guided Practice/Group Work
● Discussion Questions- “Hidden (We Do): ● Discuss Chapter 24 in groups
Intellectualism” ● “The Art of Quoting(”pg.42-57/PDF
Pg.70-79)They Say, I Say. Independent Work
○ Practice (You Do)
Independent Work ● Quiz
(You Do) ● Research activity
Independent Work
● “Believing or Doubting” Reflections(Due at (You Do)
the end of class!)
● Developing Arguments Homework: Read Chapter 16 “Organizing and
● Complete “Believing and Doubting”
○ Rhetorical Appeals Drafting.” This is located on google classroom.
Papers(Due at the end of class!)

Homework: Read Chapter 24 “Starting your

Homework: Read the article, “Are Too Many People
Research.” This is located on google
Going to College?” and complete the discussion
classroom.
questions. Intervention:
● Feed back
● Writer’s conferences
Intervention:
Intervention: ● Feed back
● Feed back ● Writer’s conferences
● Writer’s conferences