ELA UNIT PLANNING
UNIT: Evidence-Based Judgments – Argumentative Writing TIME FRAME: 4-5 weeks GRADE:6th
Unit Summary and Rationale:(Outlines the components of the unit and the reasoning for their inclusion)Students will read a variety of informational texts, on a topic of their choosing, in order to research, organize information, and write an argumentative piece. During the unit students will
· Organize and summarize various informational texts.
· Produce and present an argumentative writing piece using research and technology.
· Participate in collaborative discussions.
UnitConnectionCollege and Career Ready Descriptions: Teachers will select at least one of the following lenses to act as the overlay for the unit. These are the descriptors that must be included to ensure the unit is fully aligned to the CCSS and relevant to the college and career ready student.
Students will demonstrate independence.
Students will value evidence.
Students will build strong content knowledge.
Students will respond to the varying demands of audience, task, and discipline.
Students will critique as well as comprehend.
Students will use technology and digital media strategically and capably.
Students will develop an understanding of other perspectives and cultures.
Unit Standards: Teachers should list the standards to be addressed within the unit.
Reading
RI.6.1.Cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.6.2.Determine a central idea of a text and how it is conveyed through particular details; provide a summary of the text distinct from personal opinions or judgments.
RI.6.3.Analyze in detail how a key individual, event, or idea is introduced, illustrated, and elaborated in a text (e.g., through examples or anecdotes).
RI.6.4.Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings.
RI.6.5.Analyze how a particular sentence, paragraph, chapter, or section fits into the overall structure of a text and contributes to the development of the ideas.
RI.6.6.Determine an author’s point of view or purpose in a text and explain how it is conveyed in the text.
· RI.6.7.Integrate information presented in different media or formats (e.g., visually, quantitatively) as well as in words to develop a coherent understanding of a topic or issue.
· RI.6.8.Trace and evaluate the argument and specific claims in a text, distinguishing claims that are supported by reasons and evidence from claims that are not. / Writing
W.6.1.Write arguments to support claims with clear reasons and relevant evidence.
W.6.2.Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content.
W.6.4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
W.6.5.With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.6.6.Use technology, including the Internet, to produce and publish writing as well as to interact and collaborate with others; demonstrate sufficient command of keyboarding skills to type a minimum of three pages in a single sitting.
W.6.8.Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources.
W.6.9.Draw evidence from literary or informational texts to support analysis, reflection, and research. / Speaking and Listening
SL.6.1.Engage effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grade 6 topics, texts, and issues, building on others’ ideas and expressing their own clearly.
SL.6.3.Delineate a speaker’s argument and specific claims, distinguishing claims that are supported by reasons and evidence from claims that are not.
SL.6.4.Present claims and findings, sequencing ideas logically and using pertinent descriptions, facts, and details to accentuate main ideas or themes; use appropriate eye contact, adequate volume, and clear pronunciation.
SL.6.6.Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. / Language
L.6.1.Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.6.2.Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.6.3.Use knowledge of language and its conventions when writing, speaking, reading, or listening.
L.6.4.Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 6 reading and content, choosing flexibly from a range of strategies.
L.6.6.Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
Essential Questions: Essential questions center around major issues, problems, concerns, interests, or themes relevant to the classroom. Essential questions should lead students to discover the big ideas. They need to go beyond who, what and where. They need to lead to the how and why. / Big Ideas: These are what students will discover as a result of instruction and learning activities. They are the main ideas of the learning, the conclusions, or the generalizations. Big Ideas should be open-ended and apply to more than one area of study.
Unit EQ: How can evidence and personal opinions affect our judgments? / The way a person views an argument is based on both data and personal opinions. The way a person combines both the data and personal opinions is what formulates a solid argument.
What does it mean to write in an argumentative way? / Persuasive vs. Argumentative
What are the elements that make up a strong argumentative essay? / Understanding the three main components of argumentative writing (Thesis, reasons/evidence, conclusion)
How do we as writers work towards a published essay that makes a solid argument using both evidence and opinion? / Understand the process of writing an argumentative essay through a shared writing and then an independent piece.
Learning Targets: What should students be able to do by the end of the lesson?
· I will identifythe similarities and differences between persuasive writing and argumentative writing.
· I will be able to identify, explain, and produce the three main components of argumentative writing (thesis statement, evidence, conclusion statement).
· I will write arguments using claims, reasons, and evidence.
· I will participate in collaborative discussions.
Learning Tasks: Teachers list the various tasks students will engage in throughout the unit, include use of media/other forms of information.
Reading Tasks
· Read/research and summarize various informational texts in order to develop claims, evidence, and reasons to support a specific argument. (6.1, 2, 3, 4, 5, 6, 7, 8)
· Read exemplars of argumentative essays, depicting low, medium, and high standards. (6.1, 2, 3, 5, 6, 8) / Writing Tasks
· Quick write on speaking and presenting skills/solid argumentative essay.
· Use a graphic organizer to organize internet reserach into the three main components of an argumentative essay. (6.1, 5)
· Shared writing of a teacher selected topic that will require choosing a side, research, and organization, drafting, and published class writing. (6.1, 2, 4, 5, 6, 8, 9)
· Create an original argumentative writing piece using the writing process, which includes publishing the text. (6.1, 2, 4, 5, 6, 8, 9) / Discussion Tasks
· Participate in a Philosophical Chairs activity based on an agree/ disagree statement based on a given argument. (6.1A, 1B, 3, 4)
· Teacher vs. Teacher model debate using teacher-written argumentative essays to delineate the speaker’s argument and claims. (6.3)
· Presentation of completed original argumentative writing. (6.1, 3, 4, 6)
· Student argument vs. student argument discussion. (6.1, 3, 4, 6) / Language/Vocabulary Tasks
· Completion of the writing process during the writing of the argumentative essay. (6.1, 2, 3, 4, 6)
Assessments: List types of assessments that will be used throughout the course of the unit.
*If you do not have assessments for this unit, they should be created before moving on to the lesson design*
DIAGNOSTIC / FORMATIVE / SUMMATIVE
· Quick-write
· Strong vs. weak argumentative components / · Shared writing
· Transition from graphic organizer to draft
· Formulation of thesis, evidence, and conclusion statement / · Final, published evidence-based argumentative writing piece
Text(s) Selections/Resources(generated by both teacher and student)
Teachers will list the genres/titles/resources for study and indicate text complexity:
· Students will research varied informational texts to support claims depending upon student topic
· NC writing exemplars from DPI
Notes (include accommodations/grouping/modifications):
Possible Topics for Argumentative Writing (focused on school-related topics):
· Uniforms in school
· Punishment for bullying – just or unjust
· Schools role in cyber-bullying
· Saturday School
· School year-round
· Students carrying laptops and taking them home
· Are we too dependent on technology?
· Are single-gender classrooms beneficial?
· Is the cost of college too high?
2012-2013