Stage 1 Unit Design

Student Full Name: Natalie Lovett

Name of Project: Curriculum Unit Stage 1
Content of Project: English Language Arts (Secondary)
Unit Grade Level:   9th and 10th Grade
Course:  Curriculum 305 or 505
Time your class meets M/W/: 1:00 -4:00 PM. (CURR 305/505)
Date of submission: June 20th, 2022-Finalized  
If any, other subject areas to be included in this unit: English draws many ideas from History classes,
especially in terms of contexts within novels. History can be used within this unit, as in the two stories To
Kill a Mockingbird and Animal Farm. These two novels occur during detrimental times within the United
States through the Great Depression and the rise of communism in Russia. Being able to educate students
about the historical aspect before reading is essential for them to understand the complexity and plot of
the novel fully.
Significant Content Standards: 2.2.2: Research to Build and Present Knowledge
Stage 1: Course Name: ELA 9. Unit Title: Construction of Essay Formalities through Animal Farm and To Kill a
Mockingbird Grade Level: 9TH and 10th Grade

Standard1 Expectation (MSTEP2) Outcomes (Objectives)

2.1: Text Types and Purposes
2.1.1: Writing arguments to support claims in an
analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.
2.1.2: Introduce precise claims, distinguish the claims
from alternate or opposing claims, and create an
organization that establishes clear relationships among
claims, counterclaims, reasons, and evidence.
2.1.3: Develop claims 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.
1. Students will be able to construct an argument that delves
deeper into the morality of characters within given texts.
2. Students will be able to interpret the validity of their claims
that are relative to specific texts using evidence as well as
character relationships.
3. Students will be able to decipher between claims and
counterclaims and how this impacts the credibility of the
argument relative to given texts.

2.1.4: Use words, phrases, and clauses to link the major 4. Students will be able to employ the relationship between
sections of the text to create cohesion and clarify the claims and counterclaims relative to given texts through set
relationship between claims and counterclaims. verbiage.

2.1.5: Establish and maintain a formal style and

objective tone while attending to the norms and 5. Students will be able to modify the tone in which they write
conventions of the discipline in which they are writing. based on the contextual aspect of the assignment given.

2.1.6: Provide a concluding statement or section from 6. Students will be able to implement a conclusion following
and supports the argument presented. their paper through a set summarization of key points.
2.2: Research to Build and Present 2.2.1: Conduct short as well as more sustained research 7. Students will be able to compose a set of writing pieces that
Knowledge projects to answer a question (including a self-generated vary in complexity in answering a set question.
question) or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple sources 8. Students will be able to design a self-generated question
on the subject, demonstrating understanding of the that aims to solve a specific problem through specific
subject under investigation. techniques such as synthesizing.

2.2.2: Gather relevant information from multiple
authoritative print and digital sources, using advanced
searches to effectively; assess the usefulness of each
source in answering the research question; integrate
information into the text selectively to maintain the flow
of ideas, avoiding plagiarism and following a standard
format for citation.
9. Students will be able to integrate multiple sources and
provide deep understanding through detailed explanations on
topic.
10. Students will be able to research and interpret multiple
authoritative print and digital sources and select useful and
relevant information to use in their writing.

2.2.3: Draw evidence from literary or informational texts

to support analysis, reflection, and research. 11.Students will be able to evaluate secondary resources and
 Apply grades 9-10 Reading Standards to incorporate this into their writing through paraphrasing.
literature (e.g., Analyze how an author draws on
 and transforms source material in a specific
work.
 Apply grades 9-10 Reading Standards to literary
nonfiction. Delineate and evaluate the argument
and specific claims in a text, assessing whether
the reasoning is valid, and the evidence is
relevant and sufficient.
2.3: Production and Distribution of 2.3.1: Produce clear and coherent writing in which the
Writing development, organization and style are appropriate to
task, purpose, and audience.
2.3.2: Develop and strengthen writing as needed by
planning, revisiting, editing, rewriting, or trying new
approach, focusing on addressing what is most
significant for a specific purpose and audience.
2.3.3: Use technology, including internet, to produce,
publish, and update individual or shared writing
products, taking advantage of technology’s capacity to
link to other information and to display information
flexibly and dynamically.
Total number: 3 Total number:12
1. https://www.michigan.gov/mde/-/media/Project/Websites/mde/Literacy/Content-Standards/
ELA_Standards.pdf?rev=0f76588bc2bd48f89165484fa35d2b31&hash=630482E2E6BC7E050B904A687B92F7A2
(Pages 42-46)
2. The Michigan Student Test of Educational Progress, also known as MSTEP, is a 21st-century computer-based
assessment designed to gauge how well students are mastering state standards.
12.Students will be able to gather evidence from informational
texts, as well as nonfiction and reflect on how this relates to
their research.
13. Students will be able to analyze how authors use specific
techniques within their writing to emphasize key points.
14. Students will be able to assess specific claims through the
text and decipher if the argument is valid.
15.Students will be to gather a consensus if an author’s
argument is valid through relevant evidence from text.
16.Students will be able to organize writing in a way that
follows clear standards for a set of peers.
17. Students will be able to compose clear, and coherent
writing, through verbiage, structure, and placement of textual
evidence within essay.
18. Students will be able to modify their writing in a way that
fits a specific style and tone intended for an audience.
19.Students will be able to assess their writing through several
rounds of revision, and peer editing.
20.Students will be able to operate technological devices to
expand on knowledge learned in classroom.
21. Students will be able to develop connections learned
within the classroom and how this relates to our world today.
22. Students will be able to revise and publish set essays
through individual as well as shared writing activities.
23. Students will be able to manage technological resources in
a way that shows different dynamics dependent upon the
information given.
Total number:23
Stage 1-Part 2: 21st Century Competency 

 Critical Thinking: Communication:

Students will compare textual evidence from both texts Students will be able to revise their own work as well as their peers in a respectful
and how they relate or differ in contextual as well as manner that works to better themselves as well as other students.
stylistic aspects.

Students will be able to delve deeper into their self-

constructed argument and provide evidence from the text Students will use technology to provide information that is accessible both in and
as well as outside resources to make their argument outside the classroom.
valid.

Students will use writing as well as reading techniques to

analyze the texts from a new perspective. Students will work with the teacher to assess their paper and the teacher will then
deem if the paper is acceptable and follows standards.

Creativity: Collaboration:
Students will create their own topic/ argument relating to Students will peer edit their papers and provide constructive criticism as to how the
the texts and formulate this into a paper. student can better their writing, structure, and verbiage within essays.

Students will work in groups to each present their different arguments developed
through their papers.
2.1.1: Writing arguments to support claims in an analysis of substantive topics or texts using valid
reasoning and relevant and sufficient evidence.

1. Students will be able to construct an argument that delves deeper into the morality of characters within given
texts.

Learning Target(s)/ Central Focus: Develop an argument based on a specific event in the novel and how
this relates to the characters' morality and time.

Student Role: To individually assess their consensus of the novel and how they can analyze the text and
present new perspectives.

Student Issue: Assuming all students will understand the novel on an analytical level and be able to create
an argument that is sufficient to cover 4-5 pages of writing.

Teacher Issue: Preventing students from using arguments developed by others online and making sure the
students are passionate about the topic they choose.

2.1.2: Introduce precise claims, distinguish the claims from alternate or opposing claims, and create an
organization that establishes transparent relationships among claims, counterclaims, reasons, and
evidence.

2. Students will be able to interpret the validity of their claims relative to specific texts using evidence and
character relationships.

Learning Target(s)/ Central Focus: Establish the difference between claims that are deemed valid and invalid
through evidence of character relationships.

Student Role: To use the texts to apply understanding of claims and how this influences the flow of the text.

Student Issue: Allowing the students to have a choice within the lesson while still using the concept correctly.

Teacher Issue: Creating activities that incorporate the information in a way that the students will retain and be
able to refer to.
2.1.3: Develop claims and counterclaims somewhat, 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.

3. Students will be able to decipher between claims and counterclaims and how this impacts the argument's credibility
relative to given texts.
Learning Target(s)/ Central Focus: Explain the difference between claims and counterclaims and decipher this
through texts and sentence examples.

Student Role: Use evidence from the lecture to decide whether a sentence is a claim or counterclaim and use this
to develop their own within their papers.

Student Issue: Students have difficulty deciphering the two, which could lead to an issue within their paper.

Teacher Issue: Providing instruction and application work to make sureensure the concepts learned in class are
being used correctly.

2.1.4: Use words, phrases, and clauses to link the major sections of the text to create cohesion and clarify
the relationship between claims and counterclaims.

4. Students will be able to employ the relationship between claims and counterclaims relative to given texts
through set verbiage.

Learning Target (s)/Central Focus: Be able to see distinctions between claims and counterclaims through certain
words and phrases.

Student Role: Through reading activities, be able to highlight and underline differences between the claims and
counterclaims with an explanation of why it constitutes one or the other.

Student Issue: Being able to explain how they go to their answer with sufficient evidence.

Teacher Issue: Providing activities that enhance the student's confidence in the material rather than diminish it.
2.1.5: Establish and maintain a formal style and objective tone while attending to the norms and
conventions of the discipline they are writing.

5. Students will be able to modify the tone in which they write based on the contextual aspect of the assignment
given.

Learning Target(s)/ Central Focus: Analyzing different writing pieces and how to assess which tone and approach
to writing.

Student Role: Use different examples from authors and be able to mimic the tones in which they write based on the
context of the piece.

Student Issue: Having prior knowledge on how tone can affect a writing piece and ways in which this can enhance or
deter away from your argument.

Teacher Issue: Find different writing genres to show examples to the students of the tones and stylistic aspects.

2.1.6: Provide a concluding statement or section from and supports the argument presented.

6. Students will be able to implement a conclusion following their paper through a set summarization of critical points.

Learning Target (s)/ Central Focus: Summarize critical points within the essay while restating the thesis and any
forms of additional information.

Student Role: Use critical points from each paragraph to include in the conclusion. Make sure the facts are in
chronological order and are brief.

Student Issue: Being able to summarize in a way that is not too detailed but also not too short.

Teacher Issue: Articulating the expectations of how to end a paper properly so it is not abrupt,
2.2.1: 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.

7. Students will be able to compose a set of writing pieces that vary in complexity in answering a set question.

8. Students will be able to design a self-generated question that aims to solve a specific problem through specific
techniques such as synthesizing

Learning Target(s)/ Central Focus: Write in both short and long variational styles of writing to use set reading
skills such as synthesizing.
Student Role: Being able to properly narrow down a set problem and expand on this through your writing.

Student Issue: Using past knowledge of research projects and expanding on this more analytically and formally.

Teacher Issue: Accepting that students come from different educational backgrounds and may have different
interpretations of a research project.

2.2.2: Gather relevant information from multiple authoritative print and digital sources, using advanced
searches to effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoid plagiarism following a
standard format for citation.

9. Students will be able to integrate multiple sources and provide deep understanding through detailed explanations of
the topic.

10. Students will be able to research and interpret multiple authoritative print and digital sources and select useful
and relevant information to use in their writing.

Learning Target(s)/ Central Focus: Use secondary sources to enhance credibility in writing through quotes and
detailed explanations as to how this relates to the set topic.

Student Role: Using the internet and textbooks to provide textual evidence relating to the research question.

Student Issue: Providing credible sources and being able to properly cite quotes.
Teacher Issue: Finding secondary sources and or websites that are credible and sufficient for students to use in
essays.

2.2.3: Draw evidence from literary or informational texts to support analysis, reflection, and research.
 Apply grades 9-10 Reading Standards to literature (e.g., Analyze how an author draws on and
transforms source material in a specific work.

 Apply grades 9-10 Reading Standards to literary nonfiction. Delineate and evaluate the argument
and specific claims in a text, assessing whether the reasoning is valid, and the evidence is relevant
and sufficient.
8. Students will be able to evaluate secondary resources and incorporate this into their writing through
paraphrasing.

9. Students will be able to gather evidence from informational texts, as well as nonfiction, and reflect on how
this relates to their research.

10. Students will be able to analyze how authors use specific techniques within their writing to emphasize key
points.

11. Students will be able to assess specific claims through the text and decipher if the argument is valid.

12. Students will be to gather a consensus if an author’s argument is valid through relevant evidence from the
text.

Learning Target(s)/ Central Focus: Integrate all forms of instruction and stylistic techniques to evaluate
arguments and deem whether evidence is sufficient.

Student Role: Compare and contrast secondary as well as nonfiction texts and how this relates to research
developed thus far.

Student Issue: Paraphrasing quotes and or information gathered in a way that does not constitute plagiarism.

Teacher Issue: Finding ways to inform students of the potential consequences of plagiarism while also showing them
how they can avoid these issues.
2.3.1: Produce clear and coherent writing in which the development, organization, and style are
appropriate to the task, purpose, and audience.

13. Students will be able to organize writing in a way that follows clear standards for a set of peers.

14. Students will be able to compose clear, and coherent writing, through verbiage, structure, and placement of textual evidence
within the essay.

Learning Target(s)/ Central Focus: Compose several pieces of writing that adhere to specific styles and structure.

Student Role: To modify writing through several rounds of revisions to have a finished product that mimics the
standards of the rubric.

Student Issue: Being able to write in a specific style that may be new or uncomfortable for some students.

Teacher Issue: Providing clear expectations and past examples to show the students what I’m looking for as far as
grading.

2.3.2: Develop and strengthen writing as needed by planning, revisiting, editing, rewriting, or trying new
approaches, focusing on addressing the most significant for a specific purpose and audience.

15. Students will be able to modify their writing in a way that fits a specific style and tone intended for an audience.

16. Students will be able to assess their writing through several rounds of revision, and peer editing.

Learning Target(s)/Central Focus: Being open to trying new forms of writing and using this to expand prior
knowledge.

Student Role: To revise essays using new strategies learned within the lecture to apply knowledge and
understanding.

Student Issue: Accepting new learning methods while combining past knowledge to expand as a writer.
Teacher Issue: Introducing the strategies in a way that does not feel forced and essentially becomes natural over
time.

2.3.3: Use technology, including the internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display
information flexibly and dynamically.

17. Students will be able to operate technological devices to expand on knowledge learned in the classroom.

18. Students will be able to develop connections learned within the classroom and how this relates to our world today.

19. Students will be able to revise and publish set essays through individual as well as shared writing activities.

20. Students will be able to manage technological resources in a way that shows different dynamics depending upon
the information given.

Learning Target(s)/ Central Focus: Using technology in a way to enhance learning through connecting to outside
resources as well as events in our world today.

Student Role: Operating technology in a way that develops their consensus of what is learned in and outside the
classroom.

Student Issue: Building connections to educational material and looking at the world in a more analytical view.

Teacher Issue: Finding ways to show these connections in a way that allows the students to see past surface-level
learning.
Stage 1 Unit Rationale

INTRODUCTION 1. Introduce and explain your unit problem:

This unit of instruction focuses on how students can look at a set of texts and provide

evidence as well as a composed argument as to how this relates to our world today.

Through, this students will compose different writing pieces to apply their knowledge

learned within the classroom. In addition to exploring new strategies, students will be

able to constructively look at their writing pieces as well as their peers and be able to

provide substantial feedback as to how they can enhance their writing and structure

within their essays.

2. How is your unit topic relevant to students? This unit is relevant to students today

because as writers we need to be able to expand our knowledge past the educational

level. Being able to bridge connections from personal experiences or events allows us to

develop a sense of individuality and form new perspectives on literature. Our society is

constantly undergoing changes and when we can see how this connects to English,

reading, and writing it allows us to feel more passionate about the material being taught

in the classroom and how we as writers can show new ways to delve deeper into our

writing.
 3. Provide brief summary of the unit and its educational significance:

This unit teaches students several aspects of how to use both texts from the classroom

as well as secondary sources, personal experiences, and technology to develop ourselves

as readers and writers. Rather than telling students they must write on a specific topic,

I’m allowing the students to have a form of choice as to what they prefer to write about

while remaining in the set guidelines of the provided rubric. Allowing students choice is

essential to allow them to grow as writers. The educational significance of this lesson is to

let the students build connections and develop their writing skills in a way that was never

allowed before. Rather than shutting down their ideas I want to embrace their ideas in a

new way and have them educate me about what the find significant and worthwhile in

the texts. There is this common misconception that teachers teach students but, the

students teach us more than anything. They engage us in new perspectives and ways to

think about things in ways never imaginable.

4. Driving question or problem statement for the project:

Planning
Summary How does educational texts relate to personal experiences within our lives?

How does technology impact the ways in which we see the world?

How does revision help better us as writers?

 How does rereading through the text better ourselves as readers?

5. What Students should know and be able to do:

Students should understand the two texts and be able to provide key points, summarization

of events, and character development. After depicting these key points out students should

be able to develop their own argument that will be used to write a paper that combines both

textual as well as secondary sources. In the essay students will need to not just draw on key

events, and quotes but rather offer their own opinion on a certain event that took place and

how this connects to the class, as well as the outside world. Through brainstorming,

revision, and picking out key information students in the end should be able to construct a

paper that combines elements of both reading and writing standards for 9th grade and

exemplifies the topics discussed in class.

6. How did you use “planning backwards”?

I used the concept of planning backwards to determine my outcomes. I first envisioned what

the end all goal was for this unit. Then from there I was able to decide the product, what I

expected from students and how I would elicit this form of learning. By looking at the

product in the beginning it allowed me to piece together the big picture and then condense

my lesson down to the simple parts. Through this methodology, I was able to integrate the
 key concepts I wanted my students to learn and then branch into possible activities that

would emphasize the level of application expected of them.

7. What have you learned from the development of this Unit about yourself as a

teacher:
Reflection
Molding ourselves into the teachers we dreamed of as kids is a developmental process

that entails both trial and error. Through this unit I have learned that it’s not so many

activities, and forms on instruction that create a lesson, but rather the learning targets

and outcomes. In a lesson plan, you must understand your own learning targets and

outcomes and be able to answer them yourself. If you cannot answer them yourself

based on your instruction, then how do you expect your students to reciprocate a valid

response. The lesson plan needs to delve deeper into what is vital for the students to

learn and how you want them to achieve this.

8. Your Content Area:

I learned that my content area can be seen as “too” time consuming and that many

students feel as if they are being forced to read and write. As a teacher I never want my

students to begin to hate reading or writing. Many students feel this way because they
 are subjected to assignments that seem pointless or don’t appeal to their area of interest.

I have learned through both Dr. S and supplemental videos and instructors that there are

many ways in which you can teach a concept that appeals to all types of learners. For

example, as we discussed in class the multiple intelligences and bloom’s taxonomy are

great ways in which I can incorporate visual, special, logical, auditory aspects into a

lesson.

9. The Role of Teachers and Students:

I learned that the role of teachers and students are a team. If the students do not cooperate

and engage in learning, then there is no cohesive unit. Teachers must take their part in

preparing lessons that engage the students while also being able to alter lessons if need be.

Every student comes into the classroom with a range of home environments, and

expectations but regardless of this you as the teacher need to accommodate to students

needs so they feel as if they are being heard and have a voice within the classroom. In

terms of the students, they have the role of participating, and absorbing the material to the

best of their abilities. They must have the right frame of mind and feel comfortable in their

learning environment to feel confident in their abilities as a student.

10. Assessment in Planning:

 Being able to assess our own lesson plans is vital to bettering ourselves as educators.

Just like student’s we need to see our strengths and weaknesses and be able to make

changes when needed. By making these changes we can adapt to not only our needs as

educators but also the students. An important aspect of assessing our plans is looking at

the group of students in each individual class. I know for my practicum teacher she can’t

always use the same activities as first through third hour because her fourth, fifth, and

sixth hours learn differently due to time of day, and prior knowledge learned.

11. Curriculum:

As far as curriculum, curriculum serves as the basis for teachers to create content within

their lesson plan. They are given the material and it is up to them how they structure their

lessons, but they must do so in a way that allows the students to feel confident and gain

knowledge that can potentially be used both in and outside of school.

12. Standards:

Standards uphold a set of expectations for both the students and teachers. It allows

students to see what is expected of them and how they can potentially achieve that.

13. Expectations:

Expectations implement a form of structure within the classroom. By having

expectations, it communicates the message to your student that this is what you want
 them to achieve by the end of lesson. In addition, expectations can help facilitate

challenging targets for students, and ways in which they can grow as learners.

14. Outcomes:

Outcomes serve as the building block to a lesson plan. They help guide the teacher and

student on what should be achieved in the end. It is a rather progressional approach and

is based off standards and expectations.

15. Content Integration:

Content integration is essential within the classroom. It allows teachers to use examples

from different cultures, events, that show mastery level learning. When students can

integrate this different content area’s it shows not only that they understand the basis of

a unit but can apply this to other areas of study.