Teacher Name/Collaborative Group:

Week of: February 10th- February 14th

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
2/10 2/11-2/12 2/13-2/14

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

(I Do): (I Do: (I Do):
● Students will complete Do Now pertaining to ● Students will complete Do Now ● Students will complete Do Now.
“Starting your Research” pertaining to Source Dialogues.
● Evaluating Sources Guided Practice/Group Work
(We Do):
● Introduction to Source Dialogue
● Discuss Chapter Eleven in groups
○ Assignment
Guided Practice/Group Work
(We Do):
○ Sample Independent Work
(You Do)
Guided Practice/Group Work ● Topic Selection (Conferences)
● Discuss Chapter 24 in groups
(We Do): ● Complete Source Dialogue
● Activity
Independent Work
(You Do) ○ The American Dream
● Quiz ○ Public Education
● Research activity
○ Modern Masculinity
Homework: Complete your Source Dialogue.
Homework: Read Chapter 16 “Organizing and Independent Work
Drafting.” This is located in google classroom. (You Do)
● Intro to Argument Research
Assignment
○ Brainstorm Topics Intervention:
● Feed back
Intervention: ○ Research Topics ● Writer’s conferences
● Feed back
● Writer’s conferences Homework: Research TWO tentative topics
for your paper and create research questions
for both. Bring your research to the next
class.

Intervention:
● Feed back
● Writer’s conferences