Stage 1 – Desired Results

ESTABLISHED Transfer
GOALS Students will be able to independently use their learning to…
9-10.W.3.1- Write ❏ Formulate and write an argument based off of evidence to support their claim.
arguments in a variety
of forms that:
❏ Analyze the effectiveness and reliability of evidence, as well as using textual
evidence to understand multiple interpretations of a text.
● Introduce claim(s), ❏ Students will demonstrate an ability to understand an issue from multiple
distinguish the claim(s) perspectives.
from alternate or ❏ Students will apply prior knowledge to a topic and challenge their assumptions
opposing claims, and
create an organization
through sustained research.
that establishes clear
relationships among Meaning
claim(s), counterclaims, UNDERSTANDINGS ESSENTIAL QUESTIONS
reasons, and evidence. Students will understand that…
●Use rhetorical
❏ How do you distinguish between
strategies to enhance ❏ Not all evidence is reliable and reliable and unreliable
the effectiveness of the useful in supporting an argument. information?
claim ❏ There are multiple perspectives ❏ How can counterclaims make your
and each must be recognized. argument stronger?
●Develop claim(s) and
❏ Formulating an argument has ❏ How can argumentative writing
counterclaims fairly,
supplying evidence for multiple steps translate into real life?
each while pointing out ❏ Students must rely on evidence to ❏ How does research contribute to
the strengths and formulate claims our critical thinking?
limitations of both in a
manner that anticipates
the audience’s
knowledge level and Acquisition
concerns. Students will know… Students will be skilled at…
●Use effective ❏ How to formulate a strong ❏ Building an argument
transitions to link the
major sections of the
argument, citing reliable evidence ❏ Selecting reliable and useful
text, create cohesion, to strengthen their claim. sources
and clarify the ❏ How to analyze a piece of writing ❏ Thinking critically about issues
relationships between and challenge its claims and topics
claim(s) and reasons, ❏ The difference between a reliable ❏ Recognizing alternate viewpoints
between reasons and
evidence, and between
and non-reliable source or solutions
claim(s) and
counterclaims.

●Establish and maintain

a consistent style and
tone appropriate to
purpose and audience.

●Provide a concluding
statement or section that
follows from and
supports the argument
presented.

9-10.RL.2.1: Analyze
what a text says both
explicitly and implicitly
as well as inferences
and interpretations
through citing strong
and thorough textual
evidence.

9-10.W.5: Conduct
short as well as more
sustained research
assignments and tasks
to build knowledge
about the research
process and the topic
under study.

● Formulate an inquiry
question, and refine and
narrow the focus
as research evolves.
● Gather relevant
information from
multiple authoritative
sources, using advanced
searches effectively,
and annotate sources.
● Assess the usefulness
of each source in
answering the research
question.
● Synthesize and
integrate information
into the text selectively
to maintain the flow of
ideas.
● Avoid plagiarism and
over reliance on any
one source and follow a
standard format
(e.g.,MLA, APA) for
citation.
● Present information,
choosing from a variety
of formats.
Stage 2 – Evidence and Assessment
Evaluative Assessment Evidence
Criteria
❏ Students PERFORMANCE TASK(S):
must write
argumentati Students will write an argumentative essay in which they provide evidence for who
ve essay they think the suspect is. They will use that paper to debate their side of the argument
which must to their group members. They will need to clearly outline their argument and
include: supporting evidence. They must also include a counter argument and have a rebuttal
❏ At least one prepared with evidence that disputes the counterclaim.
page in
length
❏ 12 pt. font OTHER EVIDENCE:
❏ An Students will participate in exit tickets and reflection (detective journals) and initial
 argument/ quick writes. Students will also peer edit and present their side and give verbal
claim feedback to their partners.
❏ At least 3
pieces of
evidence.
❏ At least one
counterclai
m.
❏ At least one
piece of
evidence to
dispute the
counterclai
m
❏ An intro and
conclusion
paragraph
❏

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Week 1 (Terra)

Day 1
Materials:
● Handout with vocabulary and definitions
● Pink Panther Detective Youtube

Time: 60 minutes

Specific teaching points of today:

1. What is evidence? How does it support the claim?
2. What is a claim? What is a counterclaim?
3. How do we distinguish between evidence that is reliable and evidence that is not?

Procedure w/ pacing:

Warm up (15 min.): Pink Panther Youtube clip

Before students watch the video, suggest they look out for moments when the Pink Panther is
looking for evidence and clues. Also, look out for what he decides is the “verdict” or problem. Does
he solve it? Is he correct in his deductions?
After the video, I will ask:
● What clues did the PP find?
● What was his problem? Does he solve it?
● Was he correct in his deductions?
We will have an open discussion.
Filling out vocabulary sheet (30 min.):

● Give students the partially-filled vocabulary and definitions handout.

○ Some vocabulary: evidence, claim, counterclaim, etc.
○ Together, we will go through and fill out the sheet.
● I will use the example of “who stole the cookie from the cookie jar?”
○ For example: “They were chocolate chip cookies in the jar and you found a chocolate
chip on the floor of your brother’s bedroom.”
● Then we will work on the “why”, which is the explanation not just the description of the
evidence.
○ An example: Evidence shows a chocolate chip cookie on the floor of my brother’
bedroom. This is important because it links my brother to the chocolate chip cookies,
which is the item that was stolen.

Quick write & Discussion (10 minutes):

After we have filled out the vocabulary sheet, I will have students do a quick write on the following
prompt:
-When someone steals the cookie from the cookie jar, how would you go about figuring out who did
it? What might you look for? How would you make your decision? How might you rule out certain
options? How do you know you are correct in your decision?
After this, students will get with a partner or the people at their table and discuss what they wrote.
Then, I will ask students to share what they talked about.

Wrap up (5 min.):
I will tell students that they will be detectives tomorrow, so bring any props they want to “get into
their character.”

Day 2
Materials:
● Pre-created pair of “mystery boxes” that contain clues
○ In each box, there will be clues similar to the game Clue (e.g. rope, knife, clock, etc.)
○ Students will be looking at the different items in the box. For example, they might
decide that the knife is a clue because there was blood and what looks like a stab
wound.
● Printed paper with timestamps and other clues and information
○ This will include more information on the characters/ people that were there at the
time of the crime.
○ This will outline when events happened, such as the time of death and relationships
of the characters.
● A detective worksheet for students to fill out as they look for clues.
○ This worksheet has boxes for them to fill out their evidence, why it is important, and if
it supports their final claim or another one.
● Writing utensils for students

Time: 60 minutes

Specific teaching points of today:

1. What is some evidence that you found in the boxes? How do you know it’s reliable
evidence?
2. Who is the murderer? Restate this to make it your claim. What is your claim?
3. What evidence do you have that supports your claim?
Procedure w/ pacing:

Warm up (10 min.):

Students will discuss with their groups and write down their group responses to the following
questions:
What are some famous detectives you know? What makes a good detective? How do they come to
their final decision? Is there ever a time where they have a false lead? How do they rule out
useless information or unreliable evidence? What might make evidence unreliable?
The teacher will be walking around to each group to hear their responses or follow up with another
question.

Activity (40 min.):

Students will be split into 2 groups to allow students more space to move around the boxes. Both
boxes will be identical. Each group will be assigned one of the two boxes, and they will gather
evidence and fill out their “Detective worksheet.” Students should be looking at the different clues in
the box. Clues might include a knife because they saw blood or a pocket watch that was left at the
scene. They might rule out other pieces of evidence. For example, something such as the rope
because the autopsy report indicates the victim died by being stabbed. They may come back to the
box at a later point, but this is their main evidence-gathering time. Students will continue to
organize their evidence through the rest of class by filling out their worksheet.

Wrap-up (10 min.):

Students will take out a piece of paper for their detective journal. They will write the date, “Day 1”
and their name “Detective [Last Name] on the top of the paper. They will then write about how the
investigation is going so far. Some prompts might be:
● What is some evidence that you are sure is related to the victim?
● How did you begin your investigation? (Explain your steps)
● What did you begin by looking at?
● What surprised you?
● What is some evidence that confuses you?
● Who are your suspect(s)?
● Who has the motive and what is it?
● What do the police think? (Be creative)

Day 3
Materials:
● Laptop
● Detective handout
● Vocabulary and definitions handout
● Detective journal (piece of paper)

Time: 60 minutes

Specific teaching points of today:

1. How do you organize your evidence? How do you decide what is “stronger”
evidence?
2. How do you begin an argumentative essay?
3. How do you decide a counterclaim? How do you refute a counterclaim?

Procedure w/ pacing:
Warm up (10 min.):
Students will do a quick write on who they think is the main suspect and some evidence to support
their claim (5 min.). After, students will get with a partner and discuss who and why, and if their
suspect and/or evidence is different or the same.

Activity (40 min.):

Students will work individually on beginning to organize their evidence. They will be given a
handout to fill out if they want to help them organize their evidence. They will choose 3-4 “stronger”
pieces of evidence and describe how it supports their claim. This might include the suspected
weapon, an item that links the suspect with the victim, or the motive. They will then choose one
counterclaim and find one piece of evidence to support it and their rebuttal for why their claim
should be the main verdict (based on evidence). The counterclaim is another suspect that has
some evidence that points to them as possibly being the murderer. An example sentence for the
counterclaim might be that “although there is some evidence that points towards____. This
evidence is ____. They cannot be the main suspect because of _____. The majority of evidence
points towards the main suspect, ______. Students will continue to work throughout the rest of
class. They should begin to write their essay. The teacher should talk to each student to see how
they are doing and if they have any questions.
Some questions the teacher might discuss are:
● Questions about their suspect and the evidence they have supporting it
● Why they choose those 3-4 pieces of evidence
● Their counterclaim (other suspect) and the evidence
● Some things they are confused about
● What questions they have
● If they feel they are ready to start their paper

Wrap up (10 min.):

Students will take out a piece of paper for their detective journal. They will write the date, “Day 2”
and their name “Detective [Last Name] on the top of the paper. They will then write about how the
investigation is going so far. Students should try to choose different prompts from the day before,
unless they build upon one another (those prompts will be indicated with * and likely have a follow
up question).
Some prompts might be:
● What is some evidence that you are sure is related to the victim?
● *How did you continue your investigation? (Explain your new steps)
● Did you change your mind on a piece of evidence? Why?
● What surprised you?
● *What is some evidence that confused you yesterday? *Are you still confused today?
● *Who are your suspect(s)? Have they changed? If so, why? If not, why?
● Who has the motive and what is it?
● What do the police think? (Be creative)

Day 4
Materials:
● Laptop
● Detective handout
● Vocabulary and definitions handout
● Organized evidence and claims
● Detective journal (piece of paper)

Time: 60 minutes
Specific teaching points of today:
1. Organizing the essay
2. Give guidelines on what the paper needs to include (Typed, 12 pt. Font, at least 1
page, etc.)

Procedure w/ pacing:

Activity (45-50 min.): Students will continue working on their essay. The teacher will be having mini
one-on-one conferences to check in with each student on how they are doing. The teacher will be
checking to see that students have a body paragraph that states their claim (who their main
suspect is and for ___, ___, and ____ reason. Each reason or piece of evidence should be
explained why it links the suspect to the victim and why the evidence is important. The students
should have a separate, smaller paragraph, underneath the first, that states their counterclaim (or
second suspect) and the (at least) one piece of evidence that links them to the victim. The student
will then explain why the evidence is weaker than the evidence they have for their main suspect
and/or how another piece of evidence does not prove that the second suspect is guilty. This should
all be typed (or handwritten, if needed) in paragraph format. The boxes will continue to be available
if needed. Once students have finished writing their rough draft, and if there is extra time in class,
they will begin writing their introduction and conclusion. The introduction should include details on
the victim and the scene of the crime. They should also include the relationship of the main suspect
to the victim, what was occuring before the crime was committed, and other information that sets up
their argument.

Wrap up (10-15 min.):

Students will take out a piece of paper for their detective journal. They will write the date, “Day 3”
and their name “Detective [Last Name] on the top of the paper. They will then write about how the
investigation is going so far. Students should try to choose different prompts from the day before,
unless they build upon one another (those prompts will be indicated with * and likely have a follow
up question).
Some prompts might be:
● What is some evidence that you are sure is related to the victim?
● *How did you continue your investigation? (Explain your new steps)
● Did you change your mind on a piece of evidence? Why?
● What surprised you?
● *What is some evidence that confused you yesterday? *Are you still confused today?
● *Who are your suspect(s)? Have they changed? If so, why? If not, why?
● Who has the motive and what is it?
● What do the police think? (Be creative)

Teacher will explain that tomorrow students will be “going to court.” They will have to stand up in
front of a jury and defend their reason for wanting to prosecute their main suspect, but I will explain
more tomorrow.

Day 5
Materials:
● Typed and printed essay
● pen or pencil
● Laptop

Time: 60 minutes

Procedure w/ pacing:
Activity (40-45 min.):

The Courtroom (20-25 min):

Students will count off into groups of 3 people. They will sit in a circle and one person will go at a
time. Students will stand up and defend their reason for choosing their main suspect to the jury (the
other two people in their group). They may choose to read off of their essay or just use it for
reference. Each student in the group should present for about 5-6 minutes. After the person
presents, the other group members should take 1-2 minutes to ask questions.
Questions might include:
● What do you mean by ___.
● I am confused about___.
● Why did you choose that piece of evidence?
● How does this piece of evidence support your claim?

After all group members have presented, they should all vote on the final verdict or who is guilty. At
the end, each group will share out their final verdict. We will then have a class-wide vote to see who
is guilty.

Peer editing (20 min):

Students will then trade their essays and peer edit them for 10-15 minutes. Students should look for
proper use of grammatical conventions and correct spelling. They should also make sure their
group member has an introduction, a body paragraph that explains their claim (main suspect) and 3
pieces of evidence to support their claim, a paragraph with a counterclaim (2nd suspect) with
evidence to show why they are not the main suspect, and a conclusion paragraph to wrap it all up.
Students should mark up their group member’s essay. After peer editing, students should go back
and edit their essay.

Wrap up (10 min):

Students will take out a piece of paper for their detective journal. They will write the date, “Day 4”
and their name “Detective [Last Name] on the top of the paper. They will then write about how the
investigation has wrapped up and the final verdict.
Some prompts might be:
● What was the final verdict? Were you correct in your choice?
● How did you feel about the investigation? Why?
● Did you find it easy to gather evidence? Hard? Why?
● Did you find it easy or hard to come up with a claim? Why?
● Would you do anything different next investigation? If so, what?
● Was there something you did that you found to be beneficial in the investigation?

Accommodations:
● Handouts will be fully-filled out for students who need it or they can write their evidence
down in the language they are comfortable with.
● ESL students will have the option to have a reduce-length paper.
● All students will be able to move around the room and stretch as long as they do not disturb
their peers.
● Times will be adjusted as needed
● All mini-lessons/explanations will include visual aids

Teacher Tasks:
● Make copies of necessary materials
 ● One-on-one conferencing
● Facilitate discussion
ESTABLISHED
GOALS Students will be able to independently use their learning to…
9-10.W.3.1- Write
arguments in a variety
of forms that:
● Introduce claim(s),
distinguish the claim(s)
from alternate or
opposing claims, and
create an organization
that establishes clear
relationships among
claim(s), counterclaims, UNDERSTANDINGS
reasons, and evidence. Students will understand that…
●Use rhetorical
strategies to enhance
the effectiveness of the
claim
●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.
●Use effective Students will know…
transitions 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.
●Establish and maintain
a consistent style and
tone appropriate to
purpose and audience.
●Provide a concluding
Stage 1 – Desired Results
Transfer
❏ Formulate and write an argument based off of evidence to support their claim.
❏ Analyze the effectiveness and reliability of evidence, as well as using textual
evidence to understand multiple interpretations of a text.
❏ Students will demonstrate an ability to understand an issue from multiple
perspectives.
❏ Students will apply prior knowledge to a topic and challenge their assumptions
through sustained research.
Meaning
ESSENTIAL QUESTIONS
❏ How can evidence lead to a
❏ Not all evidence is reliable and well-researched
useful in supporting an argument. conclusion?
❏ Formulating an argument has ❏ How can we use clues to
multiple steps think critically and form a
❏ Students must rely on evidence to conclusion for ourselves?
formulate claims ❏ How does research
❏ Why might we not believe a contribute to our critical
source thinking?
Acquisition
Students will be skilled at…
❏ How to formulate a strong ❏ How to write a research paper
argument, citing reliable evidence ❏ How to create a bibliography
to strengthen their claim. ❏ How to identify an unreliable
❏ How to analyze a piece of writing source
and challenge its claims ❏ How to support their claims with
❏ The difference between a reliable research
and non-reliable source
❏ Students will demonstrate an
ability to understand an issue from
multiple perspectives (Example
Articles)
❏ Students will apply prior
knowledge to a topic and

statement or section that
follows from and
supports the argument
presented.
challenge their assumptions
through sustained research
(Research Essay, devil’s advocate
position)

9-10.RL.2.1: Analyze
what a text says both
explicitly and implicitly
as well as inferences
and interpretations
through citing strong
and thorough textual
evidence.

9-10.W.5: Conduct
short as well as more
sustained research
assignments and tasks
to build knowledge
about the research
process and the topic
under study.

● Formulate an inquiry
question, and refine and
narrow the focus
as research evolves.
● Gather relevant
information from
multiple authoritative
sources, using advanced
searches effectively,
and annotate sources.
● Assess the usefulness
of each source in
answering the research
question.
● Synthesize and
integrate information
into the text selectively
to maintain the flow of
ideas.
● Avoid plagiarism and
over reliance on any
one source and follow a
standard format
(e.g.,MLA, APA) for
citation.
● Present information,
choosing from a variety
of formats.
Stage 2 – Evidence and Assessment
Evaluative Assessment Evidence
Criteria
❏ Students PERFORMANCE TASK(S):
will be The primary goal of this unit is for students to better understand writing an
graded argumentative essay and understanding proper research methods. To demonstrate their
primarily on understanding students will create their own argumentative research paper addressing a
their topic of their choice that demonstrates understanding of what a reliable source is and
 participation how to formulate a claim then support it with evidence.
. Students
must also OTHER EVIDENCE:
pay Students will participate in numerous class discussions that demonstrate their
attention to understanding of material and participation. Students will also turn in annotations and
proper entrance tickets.
formatting,
spelling, and
having a
clear
claim/thesis.

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Week 2 (Alyssa)
Day 1
Materials:
● Printed copies of articles for each student
○ Article Links:
■ 1) 83% Say Measles Vaccine Is Safe for Healthy Children
■ 2) Vaccines Do Not Cause Autism | Concerns | Vaccine Safety
● Highlighters (have students interact with article, annotate, highlight claims)
● Sheet of paper w/pencils for each student

Time: 60 minutes

Specific teaching points of today:

1. Where are claims made in the article? How do you know that something is a claim?
2. What evidence does each side of the vaccine debate have? Who is more well-researched?

Procedures w/ Pacing
Warm-up (20 min.):
What do you know about the anti-vax movement? What do you know about how vaccines work? Write down
your answers to these questions on the top of a piece of paper.

Activity (30 min):

I will pass out the two articles and ask students to read each in groups of two, having them highlight claims as
they read. Students will also be encouraged to annotate the article and circle anything they find confusing.
● Guiding Question:
What evidence does each side present?

Wrap-up (10 min.):

Have students finish up annotations/reading. Pass out a sheet of paper with the question: Is it okay to question
our assumptions about topics like vaccination? Students will write two or three sentences answering this
question to be turned in tomorrow as an entrance ticket. Collect all articles with annotations (and names) to
be passed out again tomorrow.

Day 2
Materials:
● Printed copies of articles for each student

Time: 60 minutes

Specific Teaching Points:

1. How do we know something is a claim?
2. Which side is more well-researched? Why is this important?

Procedures w/ Pacing
Warm-up (15 min.):
Students will turn in previous days homework as an entrance ticket. We will spend the next ten minutes
discussing the question and students' thoughts. Why is it important to question our assumptions?

Activity (30 min.):

Previous days articles will be passed out. Students will each put a sentence they identified as a claim on the
board and justify why they thought this was a claim (three or four students will be randomly called). After
discussing, I will define what a claim is and help students write their own model claim based around the
article's topic.

Wrap-up (15 min.):

Students will spend the last five minutes of class brainstorming a topic they are interested in. Each student
will write their idea down and then turn it in on a slip of paper. I will approve or disapprove these ideas and
then provide further topics if necessary.

Day 3
Materials:
● Laptops and/or a sheet of paper w/pencil

Time: 60 minutes

Specific Teaching Points:

1. Creating a thesis statement
2. Outlining

Procedures with Pacing:

Warm-up (15 min.):
Students will choose one topic from a list of topics provided (some of these topics will be ones students came
up with yesterday, others will be ones I have created). Each student will then be told to write a short research
assignment on that topic (2-3 pages) that argues for the opposite of their viewpoint. For instance, if a student
believes in guns rights, they must write their research paper arguing for gun control and vice versa. Students
who have difficulty will be able to have individual conferences with me, explaining the importance of the
assignment or assisting with the paper itself.

Activity (45 min.):

Students will spend the remainder of class time creating an outline (whatever format they prefer) and coming
up with a thesis statement. I will circulate and provide assistance where necessary. By the end of the period
each student should have a general outline and working thesis statement.

Day 4
Materials:
● Laptops/paper for writing
● Outline from Day 3

Time: 60 minutes

Specific Teaching Points:

1. Formulating good claims
2. What is a reliable source?
3. Further understanding of the research process

Procedures with Pacing:

Mini-Lesson (30 min.): I will conduct a mini-lesson explaining the difference between a reliable/non-reliable
source and what makes a source reliable. I will project on screen two different sites covering the coronavirus
pandemic. One is the CDC’s website on the current guidelines and facts about the coronavirus, the other is a
street video of the protests against current quarantine regulations. Students will be asked to identify which is
the more reliable source and we will discuss what makes a source reliable versus unreliable (CDC is run by
medical professionals, street protesters have no MD or knowledge of medicine/viruses, opinion versus fact,
etc.)
CDC Website: https://www.cdc.gov/coronavirus/2019-ncov/index.html
Coronavirus Protests: https://youtu.be/ltvrbUOuQzE

Activity (30 min.): The rest of the period students will spend conducting research on their chosen topic and
writing. Students will keep a running list of their sources (a bibliography) as they research. I will circulate
and help students develop claims and gather evidence. I will give examples of bibliographies and point
students towards the Purdue Owl site for proper citation and formatting. Students will turn in their
bibliographies to me so that I can see what mistakes they are making and address them the next day.

Day 5
Materials:
● Laptops/paper for writing

Time: 60 minutes

Specific Teaching Points:

1. Formulating good claims
2. Supporting claims
3. Further understanding of the research process
Procedures with Pacing:
Bibliography Mini-Lesson (20 min.): I will address the bibliographies from the days before. Mistakes like
putting a period before parentheses etc. will be addressed.

Activity (40 min.): Students will spend the period continuing their writing. I intend for students to finish
writing a rough draft or to finish it at home for homework. Their research paper draft will be due on Monday.
I will continue to circulate and provide assistance. In future lessons, students will revise, engage in peer
editing, and learn how to edit their own papers.

Accommodations:
● Students will be provided an audio recording of the articles that I record if needed
● Students are able to use a laptop or paper/pencil to write, whatever is most comfortable
● ESL students will be provided a translated copy of the articles and optionally be able to reduce the
length of the writing assignment.
● All students will be able to move around the room and stretch as long as they do not disturb their
peers
● Times will be adjusted as needed
● I will provide support as a discussion leader and writing workshop leader
● All mini-lessons/explanations will include visual aids

Assessment: The primary goal of this unit is for students to better understand writing an argumentative essay
and understanding proper research methods. To demonstrate their understanding students will create their
own argumentative research paper addressing a topic of their choice that demonstrates understanding of what
a reliable source is and how to formulate a claim then support it with evidence.

Teacher Tasks:
● Make copies of necessary materials
● Create example claims, theses, etc.
● Queue up appropriate videos/websites