Karen Field

FRIT 7430 Instructional Design

Stage 3, Understanding by Design
Summer 2010
 Title of Unit Everything Is an Grade Level 10
Argument
Standard:
ELA10W2 The student demonstrates competence in a variety of genres.
The student produces persuasive writing that structures ideas and arguments in a sustained and
logical fashion; the student:
a. Engages the reader by establishing a context and developing reader interest.
b. Develops a controlling idea or formulates an arguable thesis that makes a clear and
knowledgeable judgment.
c. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or ethical
belief, personal anecdote, case study, analogy, and/or logical reasoning).
d. Clarifies and defends positions with precise and relevant evidence (i.e., facts, expert
opinions, quotations, or expressions of commonly accepted beliefs).
e. Excludes information and arguments that are irrelevant.
f. Organizes points of argument effectively to achieve desired outcome.
g. Addresses readers’ concerns, counterclaims, biases, and expectations.
h. Achieves closure by summarizing main points of argument, appealing to reason, ethics, or
emotion, or encouraging action.

Understandings:
Students will understand that:
1. Visuals can support an argument as well as text.
2. The best way to create an effective argument is by reviewing both sides of the
argument.
3. Using emotional, ethnical, or logical appeals depends largely on the content of
argument.
4. The audience for the argument is an essential element to consider how best to create
an argument.
5. Being open-minded to differing views can make you a more informed person.
6. The most effective argument is the best supported argument.
7. Being able to make an effective argument makes you a better writer, speaker, and
thinker.

Essential Questions:

Overarching Questions: Topical Questions:

1. What rhetorical features do
writers employ to make effective
arguments?
2. How can different media make an
effective argument?
1. How can you choose a visual that
defines who you are?
2. How can you use appeals to
convince another person to
understand the value of our
 3. How do advertisers use ethical
appeal to sell their products?
4. How can someone persuade
another person to do what he
wants?
culture?
3. What medium best expresses why
my cultural relic should be in a
multicultural museum?
4. How does Alice Walker use
emotional appeal to convince the
reader that Maggie deserves the
quilt?

Stage 3: Plan Learning Experiences

Week 1

Type week 1 activities here (use page 26 of the UbD text as an example)
The past unit of instruction included reading “Aunt Ida Pieced a Quilt,” “The
Bedquilt,” “My Mother Pieced Quilts,” and concluded with “Everyday Use.” Students
will use “Everyday Use” to debate who gets the quilt and why before writing their own
persuasive essay about a family heirloom/relic worthy of being placed in a
multicultural museum. Since understanding the value of the quilt is essential to the
argument, these stories provide students with a good background of the history of
quilting and “Everyday Use” is a model for persuasion.
Day 1:
1. Present students with the following essential question: “Have you ever
wondered how someone was able to convince another person to do what he
wanted?” Discuss some of those real-life, relevant examples. (H) EQ #4
2. Provide students with the rubric (Handout #1) and go over the criteria for
their final persuasive writing to the museum board. Discuss the importance of
being able to write an effective argument. (This group of students has written
an editorial in the past; however, their focus now will be on use of appeals).
Prior to this unit of instruction the students will have covered the author’s use
of diction, tone and mood).(W) The rubric is correlated to all of the standards
as well as to the final assessment (prompt). This activity which highlights the
“why” and “where” or the unit correlates to all of the unit understandings. EQ
1-4
Day 2:
3. Place students in groups of 5 in preparation for group debates. Half of the class
will side with Dee while the other half will side with Maggie. Using the text as
evidence, they will argument why their character should be awarded the quilt.
Students can choose to write their arguments in a variety of media; they can
write a story, a poem, a speech, an essay, or a song. The purpose is for the
students to write in a manner that makes an argument and can be evaluated
using the rubric that accompanies this unit of instruction. (T) Although this
activity is in debate format, it correlates to the standards and the final
assessment.
4. Provide students with the debate graphic organizer.(Handout #2) This graphic
 aids the students in outlining their position while providing space to use the
text as evidence. (E) This graphic is suitable for any media the students choose
to use to make their argument. This activity correlates to all of the standards
and the final assessment. EQ 1-4 I use a persuasive writing graphic found at
http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/persuasive
%20writing%20tools.pdf.

5. Students work collectively to discuss their position, looking for examples of

where the author makes the reader feel for Maggie or Dee, makes them respect
Mama’s position, or provides facts to support their position. (E) Students will
continue to work on their debate graphic for homework. This could be used as
a pre-test to evaluate students’ understanding of appeals and argument. (W)
(E) (This activity allows the students to first understand appeals before
assigning a textbook definition that they merely memorize). The quiz on these
terms would follow the previous homework assignment. This correlates to the
quiz on the assessment section and standard (C). This activity correlates to
understandings #2, #3, #5, and #6. EQ 1 I think I should modify my assessment
on appeals to utilize examples from “Everyday Use” instead of those previously
provided. Otherwise, I will have to spend a class period discussing the other
examples. If time permitted, I could use this as additional reinforcement of these
rhetorical stragegies.
Day 3:
6. Students have additional time to talk about what they came up with
individually at home. As a class the students discuss their examples and work
through understanding the difference in emotional, logical, and ethical
appeals. (R), Correlates to standard (c) and assessment on appeals.
7. Using each group members’ ideas, the students assign individual sections of
their argument to each group member. (W), (T)
8. Each respective member will write his/her section of the debate. One person
has the introduction, 3 members have support/evidence section, and the fifth
person has the rebuttal and the conclusion. (E) This group of students has
previous experience writing rebuttal paragraphs with their To Kill A
Mockingbird argument. This correlates to all standards and the final
assessment. This activity correlates to understandings #2-7. EQ 1-4
9. Students will complete their individual sections for homework with the
expectation that each group will have class time to practice their debate. (R),
(T), (O). Correlates to all standards but is specific to individual students and
their sections of the debate. Meaningful Technology: Students can choose the
format for their debate. Even though they create a written argument in some
form, they can use visuals with the text to make their argument.
Day 4:
10. Students practice their debates and have time to make any necessary
revisions/additions prior to debating in front of the class. The teacher moves
around from group to group offering any necessary feedback prior to students
finalizing their individual debates. (R), (E), (T), (O) Correlates to all standards.
Day 5:
 11.Student groups present their arguments to other classes to determine which
side has the strongest position. Student evaluators will utilize a scoring sheet
to evaluate the strength of both sides prior to revealing who has the best
support for their position This scoring sheet would track what persuasive
features make the audience side with Dee or Maggie. . (O) Correlates to all
standards. This activity correlates to understandings #3, 4, 5, 6, and 7. EQ 1-4

Working as a group to write and deliver their debate provides the students with
opportunities to demonstrate their understanding of writing an effective thesis,
writing supporting body paragraphs, writing a rebuttal, and writing a conclusion.
This correlates to all standards but allows the students to work collaboratively at
first while practicing understanding before writing their individual arguments. This
activity could be another assessment for meeting a Speaking/Listening standard as
well as the current writing standard.

The teacher works with groups as needed, answering questions, clarifying

understanding, and validating their position, but the teacher allows the students to
work through crafting their positions and responsibilities. Students can utilize the
rubric for their final assessment to assess their debates.

Week 2

Type week 2 activities here (use page 26 of the UbD text as an example)
Day 1, Week 2
1. Before beginning to work on individual persuasive essays, the class will reflect
on their debates considering such questions as “how they viewed the process,”
“what they would change about how they went about constructing and
delivering their debates,” “what they would change about their arguments,”
and “what made the winning position the strongest side.” (R), Correlates to
reflective assessment. Correlates to understandings 2-7. EQ 1, 3, 4
2. Now that students have an understanding of persuasion, their first individual
task is to determine what item from their culture defines who they are. (H),
(T), (W) EQ 2
3. Students’ ticket-out-the-door is a note card on which they write down what
item they think they will use to persuade the museum to accept into their
multicultural museum. (W) Since we had just read these stories and our school
is so culturally diverse, I chose this prompt. (Correlates to Ticket-out-the-door
assessment) For homework students will jot down at least three arguments
for why their cultural relic should be accepted into the museum. Students will
use this to create a thesis statement for their papers referring to the handout
skills assessment on writing a thesis statement. (Students should use the
debate graphic organizer to remind them of the step-by-step process of
outlining their argument. They will use a fresh organizer to outline their ideas;
however, students can utilize whatever system or organizer that fits their
 writing style. (Ev, T, Eq) This correlates to understanding #1. Correlates to
understanding #1. Topical Question #1
Day 2
4. Students will partner up and share their evidence. The class will discuss some
of the best examples from partnerships. Using the handout provided, students
will craft their thesis for their museum argument. (The teacher will determine
if there’s anyone in the class who had difficulty coming up with their 3 pieces of
evidence from last night’s homework. These students will be addressed
individual by coming in at lunch, after school, or before school). The teacher
will collect these handouts and provide students with feedback for tomorrow’s
class). Homework for tonight is writing their introductory paragraph, using
the assessment rubric to guide them. (This correlates with the skills
assessment on writing a thesis statement). (R), (Ev), (T), (Eq) Correlates to
understandings #1, and 6.
Day 3
5. The teacher will collect introductory paragraphs and use some of these as
models for good thesis statements, and thesis that have promise but need to be
developed. Students will begin work on their first supporting paragraph while
the teacher assesses who might need additional help with the thesis statement.
The homework today is to draft their first supporting paragraphs. (Even
though this writing is set up to allow students to complete one task as a time,
higher level students can forge ahead with their arguments as they feel
comfortable). (T) This correlates to the skills assessment on writing
supporting/evidence-based paragraphs.) Correlates to understandings 3, 4, 5,
6, and 7.
Day 4
6. Students will participate in a read, comment, and pass to share supporting
paragraphs. Students in the first seat of each row will pass their paper to the
person behind them, continuing until the last person in the row passes his
paper to the person in the first seat. The teacher instructs the students to use
their rubric to evaluate supporting paragraphs providing comments where
necessary. Students will have 8 minutes to complete this exercise before
passing the paper. The passing takes place 3 times before the students share
some of the best supporting paragraphs, discussing what made these examples
outstanding. The teacher uses this time to point out good examples of appeals.
The teacher will collect these paragraphs and provide feedback to the
students. Homework tonight is working to finalize a draft of the argument. (E),
(R), (E) This correlates to the peer editing assessment (individual). This
activity correlates to all unit understandings. EQ 1-4
Day 5
7. Using the papers collected from the previous day, the teacher will use some of
the papers as models for good writing or writing that shows promise if revised.
The teacher will have typed up the paragraphs and will show them on an
overhead or LCD projector allowing the class to comment on how they might be
improved. This is an opportunity for the teacher to address the standards for
this assignment. The teacher would need to address any irrelevant details,
 biases, appeals, and depth of support/explanation. (R), (T) This correlates to
the peer editing assessment (whole group).

Week 3

Type week 3 activities here (use page 26 of the UbD text as an example)
The focus for this week is the peer review and presentation of arguments.

Day 1, Week 3 This week’s activities correlate to all of the unit understandings.**
1. Using their drafts that should be typed and double-spaced for easy reading,
the students will participate in a peer review session. Students will exchange
papers with a peer and use the peer review handout (handout #3) to provide
feedback to students before they finalize their papers. Students will return
their papers to their peer and discuss feedback. Using the peer feedback,
students should begin making any necessary revisions to their final argument.
(R), (T), (O) Correlates to peer review assessment and all of the unit standards.
EQ 1-4
Day 2
2. This is a work day for students to make final changes to their arguments and
conference with the teacher, as needed. Students often have questions about
their peer’s feedback, so this is a chance to ask the teacher for her opinion
before making questionable changes. Additionally, students would know that
they are free to come in before school, after school, or during the teacher’s
lunch period for additional assistance. Homework is to finalize the argument,
using the rubric to ensure standards are met. (R),(T) Correlated with self-
assessment and all of the unit standards.
Day 3
3. Students pull cards to establish the number for this presentation schedule.
This is the class period where they reflect on the process, their writing, and
their peers’ strengths. The teacher would utilize this class as a reinforcement
to acknowledge the gains they have made in persuasion and to give the
student’s confidence prior to standing in front of the class and sharing their
arguments. Homework: Students should practice delivering their arguments.
(R) Correlates to self-assessment and all standards.
Days 4 & 5
4. Students will present their arguments to the class. Listeners should note the
strength of each arguments and attempt to choose which student or students
have the strongest argument and why. (R), W), (E), (O) EQ 1-4

As always, each group of students differs and the plan might have to be
adjusted to meet the needs of that specific group. The goal, however, is to
ensure that all students meet the standards regardless of how what route they
take to achieve that goal. The final assessment (the rubric) does not specific
that everyone has a standard 5-paragraph essay; the teacher can evaluate the
 different level of students regardless of the approach they took to make their
argument and where each student is in the process. Students having difficulty
might not have 3 supporting paragraphs; they may have only been able to
provide one solid reason, but this would still show that given more time they
might be able to complete the additional support.

Allowing the students to choose an item from their own cultures as a

springboard for their argument tailors the assignment to who they are and
allowing the students to choose the medium for their arguments takes into
consideration their learning styles. Having the ability to work collaboratively
making a well thought out argument and problem solving through this process
and presentation are real life, relevant life skills that students will need for
future success.

Notes to the Instructor

I have attempted to color code my comments to help you better understand where I
think I am meeting the criteria for the rubric.

Since each activity is a step toward the culminating persuasive writing, all activities
ultimately correlate to all standards, goals, and essential questions.

I also tried to include any explanatory details so that if I wanted to share this with a
peer, she would be able to follow my plan.

The handouts referenced in the weekly plan are included with the assessments.
Stage 3 Scoring Rubric

(0 Points) (2-3 Points) (4-5 Points) Your

Score
1. Does not clearly Codes some learning Clearly codes each activity
communicate activities with with WHERETO
WHERETO for learning WHERETO
activities Includes a pretest to check for
prerequisite skills and
Fails to provide a pretest knowledge.
for learners.

2. Alignment is not There is evidence of Alignment is clearly

demonstrated between alignment between some demonstrated between
instructional strategies, of the instructional instructional strategies,
standards, and strategies, standards, and standards, and
understandings of the understandings of the understandings of the unit.
unit. unit.

Matches all essential

questions, understandings,
skills, and knowledge with a
corresponding instructional
strategy.

3. Instruction has one Utilizes Gardner’s Utilizes Gardner’s strategy to

global starting point for strategy to provide provide different “Entry
all learners. different “Entry Points.” Points” to meet the needs of
all types of intelligences.
No evidence of an Evidence of an attempt at
attempt at differentiation exists Clear plan for differentiation
differentiation

4. Fails to provide Provides opportunities Provides numerous

opportunities for for students to RETHINK opportunities for students to
students to RETHINK big ideas, REFLECT on RETHINK big ideas, REFLECT
ideas, REFLECT, and to progress, and REVISE on progress, and to REVISE
REVISE work. their work. work.
5. (0 Points) (1 Points) (3 Points)
Does not indicate the use Includes the use of Includes the use of technology
of technology in a technology in a meaningful way.
meaningful way
“Off the shelf” resources are
properly referenced
7. (0 Points) (1 Points) (2 Points)
Assignment is not Assignment somewhat Assignment is organized
organized organized
Assignment Instructions
Assignment Instructions Most assignment followed
not followed instructions followed
No errors in grammar or form
Several errors in A few errors in grammar that distracted the reader.
grammar and form, and form which
which distracted the distracted the reader
reader
Your Total Score /25