Curriculum Unit Plan Tenth Grade: ELA Writing. Unit # 1: Writing Argumentative Genres Op-Ed

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1 Overarching Question: Curriculum Unit Plan Tenth Grade: ELA Writing Unit # 1: Writing Argumentative Genres Op-Ed How do I voice my opinion on an issue that has personal and community relevance in order to inform or elicit change? Previous Unit: This Unit: Writing Argumentative Genres Op-Ed Next Unit: Questions to Focus Assessment and Instruction: 1. What is the difference between an op-ed, column, and an editorial? 2. What qualities are necessary for an argument to be an oped? 3. Who usually is the writer of an op-ed? 4. Who can write an op-ed? 5. Why would someone write an op-ed? 6. Who is the audience of the op-ed? 7. What types of evidence are valid for an op-ed? 8. What is the difference between primary and secondary research? 9. What purpose is served by each type of evidence? 10. How do you develop a strong voice in an op-ed? 11. How does a writer's audience influence style, voice, diction, and tone? Intellectual Processes: self-generating a relevant and timely topic for an op-ed narrowing or broadening the inquiry investigating a topic choosing a structure for your oped evaluating evidence This document is the property of MAISA. Page 1 of 5

2 Key Concepts: claim valid reasoning relevant, sufficient evidence call to action voice objective tone audience lead counterclaim purpose rhetorical strategies citation organization inference concluding statement writing process Unit Abstract Students annotate published op/eds for structure, tone, audience, claim/counterclaim, evidence, and reason(s). Through strategies such as talking to the text, students personally respond to oped(s). They are able to recognize or identify the parts of an op-ed piece and how the parts work together. They identify what the text says explicitly as well as what it implies. They summarize, understand and analyze the explicit and implicit details of the text. They evaluate whether the oped is valid. Students consider diction and bias. (What an author leaves out, what the writer's selfinterest might be.) They decide whether the reason is assumed/implied or explicitly stated. Students research issues of personal and community relevance. They develop a stance on an issue and write an op-ed. Through original inquiry, students will gather information from primary and secondary sources. They compile and synthesize data to inform and support their claim and counterclaims. They craft their op-ed with appropriate word choice, style, and voice for an authentic intended audience and purpose. Students revise for argument development, style, tone, and voice. Common Core State Standards CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Reading: Informational Text Key Ideas and Details 1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. This document is the property of MAISA. Page 2 of 5

3 RI Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence. (Not applicable to literature) RI Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Range of Reading and Level of Text Complexity 10. Read and comprehend complex literary and informational texts independently and proficiently. RI By the end of grade 9, read and comprehend literary nonfiction in the grades 9 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CCSS: English Language Arts 6-12, CCSS: Grades 9-10, Writing Text Types and Purposes 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. W b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience s knowledge level and concerns. W c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W e. Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing 4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W 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.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. This document is the property of MAISA. Page 3 of 5

4 W Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Research to Build and Present Knowledge 7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W Draw evidence from literary or informational texts to support analysis, reflection, and research W b. Apply grades 9 10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning ). Range of Writing 10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. Assessment Tasks Formative assessment: annotated mentor texts op-ed proposal with claim, reason(s), evidence, counterclaims, research plan, etc. op-ed rough draft(s) with metacognitive comments Summative assessment: The final op-ed which must be submitted to an authentic publishing venue (such as a local newspaper, a high school newspaper, a classroom wiki, etc.) Lesson Sequence Multiple sessions can refer to the same mentor texts. What is the difference between an op-ed, column, and editorial? What are the elements and structures of an op-ed? Generate ideas and analyze samples. Self-generating topic ideas Primary vs. secondary research and methods Background reading and researching to support claims and consider counterclaims Narrow or broaden the inquiry - developing the claim Considering and engaging the audience This document is the property of MAISA. Page 4 of 5

5 Drafting - using evidence to support your claim Drafting - using reasoning to develop your argument Drafting - Responding to a counterclaim Revising for organization, voice, style, tone, argument development Peer editing:revising for coherence Editing for conventions Submitting your op-ed to reach an authentic audience Resources Rolnicki, Tom, et. al."writing Editorials and Opinion Columns."Scholastic Journalism, 10th edition The Norton Reader They Say, I Say: The Moves that Matter in Academic Writing by Gerald Graff and Cathy Birkenstein Teaching Argument Writing, Grades 6-12:Supporting Claims with Relevant Evidence and Clear Reasoning by George Hillocks, Jr. This document is the property of MAISA. Page 5 of 5