Danielle Parker

Kendra Vair

EDUC 350/ 386

28 March 2019

Stage 1:

Established Goals:
 Students can write and justify a personal interpretation of literary or informational text that
includes a thesis, supporting details from the literature, and a conclusion (Standard 3,
CCSS: W.8.1a)

 Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories. (CCSS: W.8.2a)

 Establish and maintain a formal style. (CCSS: W.8.2e)

Understandings/ Real World Applications:

Students will understand that…

 A clear and concise thesis is essential to any piece of argumentative writing

 A thesis statement is a structural necessity for their writing
 That a thesis is a foundation to organize, outline, and structure the rest of their paper

RWR:
 We are always being asked to defend our thinking, and we should be able to do that
 Thesis statements will follow you through the rest of your life whether it be college,
job interviews, or every day conversation.
 We speak in thesis statements all the time and don’t even realize it.

Essential Questions:
 Why is it important to be able to explain my thinking to others?
 Why does being able to write a thesis statement matter?
 How can I use this in my life/ other classes?

Students will know… Students will be able to…

 What a thesis statement is  Write a thesis statement
 How a thesis statement works in  Apply a thesis statement to their
their writing writing
  What a thesis statement does for
their writing
 The parts of a thesis statement
 That a thesis statement works for
all subject areas, not just English
 Model their thesis to suit the needs
of whatever piece they are working
on

Stage 2:
Performance Task:

 Students can write a thesis statement with 2-3 reasons, in the RAFT format, from the
point of view of either Langston Hughes or Walt Whitman defending that their poem
is more relevant to today’s culture.

Scoring Criteria:

 Emerging: Student can describe what a thesis statement is.

 Progressing: Student can write a thesis statement with 1-2 reasons for their stance
with guidance.
 Meets Expectations: Student can write a thesis statement with 2-3 reasons with
minimal guidance
 Exemplary: Student can write a thesis statement with 2-3 reasons for their stance
with no guidance.

GRASPS:

G- Applying/ Recognizing other perspectives

R- A poet (Langston Hughes or Walt Whitman)
A – Opposing poet
S- Discussing today’s culture and which poem is more applicable and relevant
P- Letter/ RAFT
S- Scoring criteria

Understanding Evidence Collected

 What a thesis statement is and how  Do Now/ Exit ticket
to apply it to their writing  RAFT
 The meanings, themes, and  Kahoot
symbolism of “I Hear America
Singing” by Walt Whitman and “I,
Too” by Langston Hughes
 What a thesis statement looks like
and consists of
Stage 3:
Essential Questions:

 Why is it important to be able to explain my thinking to others?

 Why does being able to write a thesis statement matter?
 How can I use this in my life/ other classes?

Unit Learning Targets:

 I can describe what a thesis is and its parts.

 I can apply a thesis to my writing
 I can identify its importance to my life and to other classes
 I can write a thesis of my own.

Standards for the day:

 Students can write and justify a personal interpretation of literary or informational text that
includes a thesis, supporting details from the literature, and a conclusion (Standard 3,
CCSS: W.8.1a)

 Introduce a topic clearly, previewing what is to follow; organize ideas, concepts, and
information into broader categories. (CCSS: W.8.2a)

 Establish and maintain a formal style. (CCSS: W.8.2e)

Daily Learning Targets:

 I can explain what a thesis statement is

 I can write a thesis statement of my own
 I can collaborate with my peers to complete a graphic organizer
 I can discuss my thinking with my peers

Do Now:

 Emerging: List all of the things you know about thesis statements.
 Progressing: Describe how we can use thesis statements in real life.
 Meets expectations: Why do thesis statements and being able to communicate our
thinking to others matter?
 Exemplary: Write a thesis statement about your favorite genre of music and why it is the
best genre of music. Include at least 2-3 reasons why.

Real World Application:

 We speak in thesis statements all the time

 We are constantly asked to be able to defend our thinking
 Being able to take a stance and develop reasoning is essential throughout the rest of our
school careers, job interviews, and even everyday conversation

TOD:

Collaborate with classmates to complete a graphic organizer on the basics of thesis

statements.

Key Vocabulary:

Thesis statement, essay, structure, collaborate, graphic organizer

What are students doing? What am I doing? What evidence am I

Do Now
Filling out a graphic
organizer
Working with other
classmates to write thesis
statements for various
scenarios
Conferring with students,
checking in, reading their
responses
Modelling what a thesis
statement looks like, having
them turn and talk and
exchange ideas, thoughts,
etc.
Conferring with students,
checking in with groups,
managing the classroom
collecting?
What do they already know?
Are they following along?
Are they starting to connect
the dots?
Are they getting it?
Was my modelling clear
enough?

What gaps do I need to fill

Sharing out their thesis
statements whole class
in?
Calling on students, Are they getting it?
maintaining engagement
Are there any gaps I need to
fill in?

Exit ticket on any questions
they still have about thesis
statements, thoughts they
are having, and on a scale of
1-5 how comfortable they
feel writing and applying
thesis statements
Walking around and reading
the student’s answers,
collecting exit tickets at the
door, making sure I get one
from each students
Do I need to reteach
anything?
Do I need to reteach?
What gaps do I need to fill
in?
Are we good to move on?