Section 1: What Task?

GRADES 10 ELA CCGPS UNIT PLAN: __1st____ 9 WEEKS, 2nd PART (1ST, 2ND, 3RD, OR 4TH) Use your grade-level curriculum map to determine the reading and writing focuses of your unit and the numbers and types of assessments

READING FOCUS : _____Literary______(Literary or Informational)

THEME:

ONE EXTENDED TEXT FROM AMERICAN OR WORLD LITERATURE:

Winter’s Bone by Daniel Woodrell

SHORT TEXTS FROM AMERICAN OR WORLD LITERATURE:

Paradise Lost excerpts by John Milton

TBD from textbook

SHORT INFORMATIONAL TEXTS INCLUDING PRIMARY AND SECONDARY SOURCE DOCUMENTS FROM U.S. AND WORLD HISTORY:

“ Meth Labs in America’s Heartland” by NBC Nightline

SUPPLEMENTAL MATERIALS:

WRITING FOCUS: __Argumentative__ (Argumentative or Informative/Explanatory; consult your grade-level curriculum map)

ASSESSMENT TASKS (These writing prompts will serve as the assessments for this unit.) Informative/Explanatory writing should focus on why literary and rhetorical choices are made by the author, and how those choices are intended to affect or impact the reader based solidly in text evidence; argumentative/opinion writing must advance a specific claim or claim(s) and provide strong and logical support, based solidly in text, for claims.

Task 1: After researching ______(informational texts) on ______(content), write a/an essay that argues your position on ______(content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

MCSD Adapted from LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 *Note: Students will be given topics they can use to fill in the blanks of this writing prompt. The writing prompt will address themes and issues from the novel.

NARRATIVE/RESEARCH/ROUTINE WRITING

RESEARCH CONNECTION(S)

Meth Ozarks Dysfunctional family Dropout rates Family loyalty Southern Gothic Teen pregnancy Feminism

ROUTINE WRITING Notes, summaries, process journals, and short responses across all genres

 My Big Campus discussions  Writing summaries of   

Section 1: What Task?

TEACHING TASK Teaching Task 1: After researching ______(informational texts) on ______(content), write a/an essay that argues your position on ______task: (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. Reading Winter’s Bone by Daniel Woodrell, excerpts from Paradise Lost, “Meth Labs in America’s Heartland” texts: Background Ozark region, dangers of meth labs, National Guard prevention against drugs tactics, community vs. family to share with students:

2 Extension (optional):

CONTENT STANDARDS FROM STATE OR DISTRICT Standards http://georgiastandards.org source: NUMBER CONTENT STANDARDS

MCSD Adapted from LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 SCORING RUBRIC FOR ______TEMPLATE TASKS – INSERT THE APPROPRIATE WRITING RUBRIC FOR THE CORRECT UNIT FOCUS (E.G., ARGUMENTATIVE OR INFORMATIVE/EXPLANATORY; CONSULT UNIT MAP REQUIREMENTS)

MCSD Adapted from 4 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Section 2: What Skills?

LDC Skills List Example Specific Skills Defined (“Ability to …”) Skills How do you define/describe those What skills are skills? Skills Cluster 1: Preparing for the task 1. Bridging Conversation Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. 2. Task analysis Ability to understand and explain the task’s prompt and rubric. 3. Project planning Ability to plan so that the task is accomplished on time. Skills Cluster 2: Reading process 1. Reading “habits of mind” Ability to select appropriate texts and understand necessary reading strategies needed for the task. 2. Essential Vocabulary Ability to apply strategies for developing an understanding of a text(s) by locating words and phrases that identify key concepts and facts, or information. 3. Note-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase. 4. Organizing Notes Ability to prioritize and narrow supporting information. Skills Cluster 3: Transition to writing 1. Bridging Conversation Ability to transition from reading or researching phase to the writing phase. Skills Cluster 4: Writing process 1. Initiation of Task Ability to establish a controlling idea and consolidate information relevant to task. 2. Planning Ability to develop a line of thought and text structure appropriate to an informational or explanatory task. 3. Development Ability to construct an initial draft with an emerging line of thought and structure. 4. Revision Ability to apply revision strategies to refine development of information or explanation, including line of thought, language usage, and tone as appropriate to audience and purpose.

MCSD Adapted from 5 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Section 3: What Instruction? GRADES 11-12 ELA CCGPS TASK PLANNER

Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. ASSESSMENT 1: Integrating reading selections from the unit into a writing task

Task 1: After researching ______(informational texts) on ______(content), write a/an essay that argues your position on ______(content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

SKILL BUILDILNG TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year. ESSENTIAL QUESTIONS What is more important, being loyal to one’s community or being loyal to one’s family?

TASK: ______

MCSD Adapted from 6 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Standards:

READING LITERARY (RL)

 Key Ideas and Details

ELACC9-10RL1: Cite strong and thorough textual evidence to support  Integration of Knowledge and Ideas analysis of what the text says explicitly as well as inferences drawn from the text. ELACC9-10RL2: Determine a theme or central idea of text and analyze in ELACC9-10RL7: Analyze the representation of a subject or a key scene in detail its development over the course of the text, including how it two different artistic mediums, including what is emphasized or absent in emerges and is shaped and refined by specific details; provide an each treatment (e.g., Auden’s “Musée de Beaux Arts” and Breughel’s objective summary of the text. Landscape with the Fall of Icarus). ELACC9-10RL3: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. ELACC9-10RL9: Analyze how an author draws on and transforms source  Craft and Structure material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). ELACC9-10RL4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze  Range of Reading and Level of Text Complexity the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone.) ELACC9-10RL5: Analyze how an author’s choices concerning how to ELACC9-10RL10: By the end of grade 9, read and comprehend literature, structure a text, order events within it (e.g., parallel plots), and including stories, dramas, and poems, in the grades 9-10 text complexity manipulate time (e.g., pacing, flashbacks) create such effects as mystery, band proficiently, with scaffolding as needed at the high end of the range. tension, or surprise. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. ELACC9-10RL6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.

MCSD Adapted from 7 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 PACING TASKS ASSESSMENT INSTRUCTIONAL STRATEGIES SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 Opening Write your topic down in your daily Self-assessment Setting research goals warm-up section. Identify three areas of research to investigate and list these after your topic.

MCSD Adapted from 8 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 1 Work Session 1. Mini Lesson: The CRAP Crap method method for evaluating sources 2. Find at least three sources Prezi as outline of for indicated areas of informational essay research Prezi as a pre-writing strategy 3. Build a Prezi on your topic. Prezi must include the following:  Title  At least five slides/frames; each of these frames should represent a paragraph of your future essay. The first slide should introduce your topic. You may include areas of research or research questions in the first slide. The next three slides should be body slides where you present your topic. The last should be the conclusions, which can be a review of the topic and the answers to the research questions posed on the first slide. Basically think of the Prezi as an outline of your informational essay. MCSD Adapted from 9 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 1 Closing Be sure to email the prezi but review Exit ticket it before sending it.

Day 2 Opening Write your thesis statement on your Quickwrite Formative assessment—later warm-up sheet. the students will self-assess and peer edit.

Day 2 Work Session 1. Mini-lesson: Revising your Thesis statement (Research Paper Procedure) thesis (Research Paper Correct source Procedure) citations Writing Process Skills 2. Revise your thesis 3. Mini-lesson 2: Avoiding plagiarism and citing sources (Research Paper Procedure) 4. Finish Prezi—if students finish early they can begin writing their rough drafts.

Day 2 Closing Exit ticket: How is a thesis statement Exit ticket different from a thesis for you essay?

Day 3 Opening Define revision and editing. What Quickwrite are the differences between the two?

Day 3 Work Session 1. Mini-lesson: Defining Writing process skills revising and editing Transitions activity 2. Mini-lesson two: Using Rough draft Using transitions to improve transitions in writing with writing activity 3. Students will have class time to draft and revise their essays.

Day 3 Closing Create a compare/contrast map of Exit ticket Teaching for mastery revising and editing.

MCSD Adapted from 10 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 4 Opening Quickwrite: Why is it important to Quickwrite Advanced writing skills; use transitional words and phrases targeted instruction in your writing?

Day 4 Work Session 1. Mini-lesson: Rules of Capitalization Targeted instruction: capitalization with activity handout capitalization 2. Work on rough drafts; finish Rough drafts Ongoing formative presentations Presentations assessment during writing process

Day 4 Closing Email completed presentation to me. Presentations Students self-maintain by keeping small goals (email of presentation on time)

Day 5 Opening Write three rules of capitalization. Quickwrite; Teaching for mastery Use transitional words in your assessing previously response. taught concepts

Day 5 Work Session 1. Mini-lesson: Verb tenses Verb tenses practice Prezi and targeted (prezi and activity/practice) Rough drafts instruction: verb tenses 2. Work on rough drafts

Day 5 Closing Review your thesis statement as Self-assessment Thesis statements; teaching well as the thesis of your paper. for mastery Remember your thesis should be Students learn to self-assess supported throughout your entire paper.

Day 6 Opening How does one revise a thesis? Quickwrite Essential question

Day 6 Work Session 1. Mini-lesson: Review of verb Grammar handout Teaching for mastery tenses with activity Rough drafts due Rough drafts will enable 2. Final day to work on rough students to revise their essays drafts in class; rough drafts later and help them better are due by the end of the day understand the writing process

MCSD Adapted from 11 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 6 Closing Email final drafts by the end of the Rough drafts due Teaching students to self- day; during the closing students regulate by setting goals need to assess where they are in their rough draft writing and set a goal for completion by the end of the day.

Day 7 Opening Post a picture of the Ozark region. Quickwrite Making connections Have students write a quick response to how the picture makes them feel/think. (Picture to be posted onto My Big Campus; students will post their responses in their daily warm-up section of their notebooks.)

MCSD Adapted from 12 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 7 Worksession 1. Post the following Vocabulary Research-based strategy: vocabulary enrichment Vocabulary words in context words for the students to copy into their notes: Haggard—adj. worn in appearance Venison—n. deer meat Looming—adj. hovering over in a threatening way Tandem—n. two people placed one behind the other Implacable—adj. impossible to appease or satisfy Providing background Melt—n. snow or ice that has knowledge melted into a puddle Context clues Penance—n. a self-imposed punishment for wrongdoing Genre focus Flubbing—v. botching or Modeling reader moves messing up Potbelly—n. a type of stove used for heating Crank—n. drugs; in this case meth 2. Briefly go over the vocab Notes on themes words and model how students can use context Introduction of themes clues to figure out the meaning of unfamiliar Notes on Southern words. Use this passage to do Gothic so: Southern Gothic prezi “Ree needed often to interject herself with Graphic organizer pleasant sounds, stab those sounds past the constant screeching, squalling hubbub regular life raised inside her spirit, poke the soothing sounds past that racket and deep where her MCSD Adapted from 13 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 7 Closing Review questions/comprehension Exit Ticket Reading comp check check

Day 8 Opening Have students write about how Quickwrite Discussing the difference Woodrell establishes mood in the between mood and tone opening chapters of Winter’s Bone. Extension: what do you think Woodrell’s tone is towards his subject?

MCSD Adapted from 14 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 8 Work Session 1. Review vocabulary from Vocabulary previous day’s Southern Gothic prezi. Students should record vocabulary words Allusion PowerPoint Presentation into their notebooks. 2. Briefly discuss John Milton Making predictions and Paradise Lost; tell students how the name Milton alludes to John Innovative teaching strategy: Milton. Ask them how Graphic organizer using tv shows to teach themes from Paradise Lost literary concepts. Student are reflected in Winter’s will learn to identify Bone. important literary concepts and terms to the television 3. Ask students if they can show Supernatural. This is to make any predictions about promote student engagement the novel based on what they with something familiar as know about John Milton. they gain new and insightful knowledge to guide them in 4. Review complex characters their reading process. Next, and characterization they will learn to apply what 5. Supernatural “Wendigo” they learned while watching 6. Have students make a chart the show to the book we are reading in class by using the like they did the day before, same strategies they used only have them make the while actively viewing the following categories: show. While the episode is Broken playing, I will pause it many Innocent times, reminding the students how good readers use the Freak same strategies as good Grotesque viewers. Students will also learn to annotate a text while 7. Graphic organizers should be they are reading since they completed while viewing will be taking detailed notes Supernatural. during their viewing of 8. Reading comp check: class Supernatural. discussion

MCSD Adapted from 15 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 8 Closing Vocab check: have students play the Informal vocab vocab game where one student gets a assessment vocab word taped to his or her back. The class has to give the definition of the word and the student has to say the word they are describing. Do this several times until most of the words have been covered. SKILLS CLUSTER 2: READING PROCESS Day 9 Opening How can knowing a word parts and Quickwrite Word parts root words help me to better understand new and unfamiliar terms?

MCSD Adapted from 16 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 9 Worksession 1. Have students record vocab for Formal register vs. Casual Chapters 6-10 in their register notebooks (to be posted on MBC); go over the term “etymology” 2. Review domain-specific vocabulary covered up to this point (quiz): Allusion Dialect vs. Dialogue Dialect Dialogue Southern Gothic (with genres) Folklore Casual register Formal register 3. Break the students into small Group research groups, giving each group a Flexible grouping research question involving meth. Have students visit the site www.methproject.org in Whole class discussion groups to find answers to the research questions. Give the Summary writing students five minutes to research the question, then Reading comprehension have groups share individually check: informational literacy with the rest of the class. 4. Have students read the article “Meth Labs in America” and write a summary of the article.

Day 9 Closing To close the lesson, have students Summary Reading comp check finish summaries and turn them in.

Day 10 Opening Have students choose two vocabulary Vocabulary Using vocabulary correctly words from their notes and write two original sentences using these words.

MCSD Adapted from 17 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 10 Work Session 1. Read Chapters 6-7. 2. Reading comp check Reading and vocab Lit circles (introduce lit circles) quiz 3. Give back rough draft grades and go over how to create a MLA formatting works cited page. Instruct students that they are to create a works cited page and revise their essay. On Monday we will go over how to format a paper MLA style.

Day 10 Closing To close have students fill in the Exit ticket following: Today’s lessons helped me better understand ______; however, I still would like the following theme, idea, and/or concept clarified: ______. Collect these.

Day 11 Opening Post another essential question; have Essential question students respond by posting to the Technology integration discussion.

Day 11 Work Session 1. View Supernatural 2. Tie in Sothern Gothic themes and archetypes while viewing; briefly mention the hero’s journey (will cover more in detail next week).

Day 11 Closing Have students write a paragraph Writing assignment explaining how Dean in the show can be compared to Ree.

MCSD Adapted from 18 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 12 Opening MBC assignment—static, dynamic, MBC post flat, and round characters

Day 12 Work Session 1. Read Chapters 8-10 Reading comp Small group discussions check 2. Reading comprehension checks/ small group discussions

Day 12 Closing What’s in a name? MBC post— Making connections to the students post on the meaning of their text names. This reflects the naming traditions in Winter’s Bone.

Day 13 Opening Layers in a story: clip from Shrek (onions have layers). Compare Shrek’s explanation to Donkey of his many layers to the layers of a story. We don’t just look at one aspect (such as character types) but many aspects that, when put together, create a well- written text. Overview of elements of fiction (domain specific vocab including the four Southern Gothic archetypes; static, dynamic, flat and round characters; major vs minor characters; the hero’s journey/quest.

MCSD Adapted from 19 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 13 Work Session 1. Three major phases of a hero’s journey: a. Separation from home b. Initiation—hero is tried and the very core of his/her being is tested c. Return—hero returns either triumphant or with knowledge gained through journey Link to Prezi on Hero’s Journey 2. Supernatural “The Phantom Traveler” (Episode 4); focus for the day: the hero’s journey. Discuss how the plane ride and what happens to Sam is Dean’s initiation; not only does he have to face his fear but he also has to watch his brother become possessed. Literary connections: just as Dean is tried so is Ree tried. What is Ree’s quest? Why is she on this quest? (Direct students to consider Ree’s similarity to Dean; Ree tries to protect her brothers just as Dean protects his brother; both face their biggest fears— Dean’s fear is the plane ride, Ree’s fear is Thump according to her conversation with Megan) Notice that Sam’s character is not the one tried as much as Dean’s character is. Pause as necessary  MCSD Adapted from 3. Graphic organizer for episode 20 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 13 Closing Beach ball bash—questions about Dean and Ree’s connection, the hero’s journey, Southern Gothic archetypes, etc. SKILLS CLUSTER 3: TRANSITION TO WRITING Day 14 Opening Vocabulary for chapters 11-12: post on Context-related vocab words MBC

Day 14 Worksession 1. Review Prezi on Hero’s Prezi Journey Writing assignment Reading comp checks 2. Read Chapters 11-12 3. Hero’s journey writing assignment Day 14 Closing Vocabulary enrichment exercise Vocab quiz

Day 15 Opening Colon exercise (posted on MBC) Colon exercise Writing conventions integration

Day 15 Work Session 1. Read Chapters 13-14 Glogster Technology integration 2. Glogster assignment— character types as portrayed in Winter’s Bone

Day 15 Closing Students will go over Glogster Self-evaluation checklist and make sure they met the requirements.

MCSD Adapted from 21 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 16 Opening Review of hero’s journey Reteach

Day 16 Work Session 1. Read Chapter 15 2. Listen to two songs: Differentiated instruction Nickelback’s “Hero” and Mariah Carey’s “Hero.” Writing assignment 3. Have students take notes while the two songs are playing, paying attention to which one of the two songs about heroes they feel best represents Ree in her own hero’s journey. 4. Silent writing time: have students have a 15 minute silent reflection time to write. Day 16 Closing Give students a few minutes to Standards review complete writing assignment; review standards addressed in the lesson.

Day 17 Opening Instruct students to prepare for their SLO assessments.

Day 17 Work Session 1. SLO assessment Day 1 SLO Assessment for 2. After the assessment is 10th Grade Lit completed for the day, students will continue to read Winter’s Bone. The SLO is three days long and one major concern is that students will get behind in their daily reading.

MCSD Adapted from 22 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 17 Closing Follow-up reading quiz Reading quiz exit Exit ticket ticket

Day 18 Work Session 1. SLO assessment Day 2 SLO Assessment for 2. After the assessment is 10th Grade Lit completed for the day, students will continue to read Winter’s Bone. The SLO is three days long and one major concern is that students will get behind in their daily reading. Day 18 Closing Follow-up reading quiz Reading quiz exit Exit ticket ticket

Day 19 Work Session 1. SLO assessment Day 3 SLO Assessment for 2. After the assessment is 10th Grade Lit completed for the day, students will continue to read Winter’s Bone. The SLO is three days long and one major concern is that students will get behind in their daily reading. MCSD Adapted from 23 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 19 Closing Follow-up reading quiz Reading quiz exit Exit ticket ticket

Day 20 Opening Using colons to introduce quotes (pull Fan fiction: routine Integrated writing from script of movie Winter’s Bone). writing conventions: using colons Post a part of the script on MBG and correctly explain to students that playwrights use colons to introduce a quote from a particular speaker. Have students take a couple of minutes to write their own fan fiction of a conversation between Sam and Dean or Ree and Teardrop. Students can choose two other characters from the show or book if they wish. Make sure students use colons after a character’s name when that character is speaking.

MCSD Adapted from 24 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 20 Work Session 1. Take time to allow students to Peer review read their responses. 2. Discuss the differences between formal register and Formal register vs. Formal vs. casual register casual register. Provide a casual register couple examples of formal and assignment casual register from the text Think/pair/share (or give students a handout with both formal and casual Dialect vs. dialogue register quotes from the book informal assessment and have them identify each quote as being written in Peer review— formal or casual register. Next, finding examples of have them share what they Content-related domain dialect, formal, and found with a partner. Last, specific vocabulary casual register have them share with the class the examples of formal and casual register they found. Class discussion— 3. Explain the difference between informal assessment dialect and dialogue. Explain that dialect is often written in casual register whereas Peer review—research based dialogue can be written in strategy either. Provide examples from the text of dialect and dialogue. Instruct students to look back at the script posted on MBC. Have them see if they can find examples of dialect in the dialogue. *NOTE: FORMAL VS INFORMAL REGISTER IS Whole class discussion IMPORTANT BECAUSE IT NEEDS TO BE ADDRESSED EARLY ON IN THE WRITING PROCESS FOR UNDER RESOURCED LEARNERS WHO OFTEN HAVE TROUBLE MCSD Adapted from 25 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 20 Closing To close have students fill in the Exit ticket following: Today’s lessons helped me better understand ______; however, I still would like the following theme, idea, and/or concept clarified: ______. Collect these. Day 21 Finding resources scavenger hunt— Resource scavenger Introducing research post a scenario on MBC where hunt strategies someone needs to find some info fast! Have students find a good resource for the person in need and post that resource or link to MBC in the discussion, explaining why they picked that particular resource.

MCSD Adapted from 26 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 21 Work Session 1. Introduce the CRAP method CRAP method for evaluating sources. 2. Pass out rubric for argumentative essay along with the writing prompts. Tell students they can choose their writing prompt but explain to them that each prompt will involve research. Tie in what Brainstorming— they learned in the CRAP take this up to method by informing them that assess students’ they will be responsible for direction in their Pre-writing strategies using credible sources and for research explaining in their papers what makes their source credible. Modeling Go over rubric and allow time for students’ questions. 3. Teach students two or three ways to brainstorm. Give students 10 minutes of silence to begin brainstorming their topic. 4. Have students read Chapters 16-20, taking notes that relate to their topics. Model questions that you would ask as a reader that may lead to areas of research. Day 21 Give students the last few minutes of class to review their brainstorming lists. Tell students to list areas of interest that pertain to their topic that they will need to research. Some students may create these in the form of a question.

MCSD Adapted from 27 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 22

Day 22 Work Session 5. Read Chapters 19-21

Day 22

Day 23

Day 23 Work Session 1. Read Chapters 22-25

Day 23

Day 24

MCSD Adapted from 28 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 24 Work Session 1. Read Chapters 26-30

Day 24

SKILLS CLUSTER 4: WRITING PROCESS Day25 Opening

Day 25 Worksession

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Day 9 Opening

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MCSD Adapted from 29 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 13 Opening

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MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS FOR STUDENTS

GRADES 11-12 ELA CCGPS TASK PLANNER

Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. ASSESSMENT 2: integrating reading selections from the unit into a writing task

SKILL BUILDILNG TASKS Note: tasks may take more than a single day. Include a task to teach EVERY skill students will need to succeed on the assessment prompt above. Language, Foundations, and Speaking/Listening standards must be incorporated so that all standards are adequately addressed throughout the year. ESSENTIAL QUESTION TASK: ______Standards:

MCSD Adapted from 30 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Instruction:

PACING TASKS ASSESSMENT INSTRUCTIONAL STRATEGIES SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 Opening 1.

Day 1 Worksession

Day 1 Closing

Add days as needed SKILLS CLUSTER 2: READING PROCESS Day # Opening

Day # Worksession

Day # Closing

Add days as needed SKILLS CLUSTER 3: TRANSITION TO WRITING Day # Opening

MCSD Adapted from 31 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day #-# Worksession

Day # Closing

SKILLS CLUSTER 4: WRITING PROCESS Day # Opening

Day # Worksession

Day # Closing

Day 19 Worksession

Day 19 Closing

Add days as needed

Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks.

MCSD Adapted from 32 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 ASSESSMENT 3: integrating reading selections from the unit into a writing task

Instruction:

PACING TASKS ASSESSMENT INSTRUCTIONAL STRATEGIES SKILLS CLUSTER 1: PREPARING FOR THE TASK Day 1 Opening 1.

Day 1 Worksession

Day 1 Closing

MCSD Adapted from 33 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day # Worksession

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Day # Worksession

Day # Closing

Day 19 Worksession

Day 19 Closing

Add days as needed

MCSD Adapted from 34 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 MATERIALS, REFERENCES, AND SUPPORTS FOR TEACHERS FOR STUDENTS

Use this template to plan individual tasks designed to scaffold the skills taught in the unit. Each major Culminating Assessment will be supported by all necessary Skill Building Tasks. ASSESSMENT 4: integrating reading selections from the unit into a writing task

Instruction:

PACING TASKS ASSESSMENT INSTRUCTIONAL STRATEGIES SKILLS CLUSTER 1: PREPARING FOR THE TASK

MCSD Adapted from 35 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day 1 Opening 1.

Day 1 Worksession

Day 1 Closing

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Day # Closing

Day #-# Worksession

MCSD Adapted from 36 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Day # Closing

Day # Worksession

Day # Closing

Day 19 Worksession

Day 19 Closing

Add days as needed

MCSD Adapted from 37 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 Section 4: What Results?

STUDENT WORK SAMPLES [Include at least two samples of student work at each scoring level.]

CLASSROOM ASSESSMENT TASK (OPTIONAL: MAY BE USED AS PRE-TEST OR POST-TEST) Classroom assessment task

Background to share with students (optional): Reading texts:

ARGUMENTATION CLASSROOM ASSESSMENT RUBRIC

MCSD Adapted from 38 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 [As of September 2011, this rubric is under construction]Teacher Work Section Here are added thoughts about teaching this module.

Appendix The attached materials support teaching this module.

MCSD Adapted from 39 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012 MCSD Adapted from 40 LDC Argumentation Module Template | © Literacy Design Collaborative, September 2011 and Georgia Department of Education Dr. John D. Barge, State School Superintendent February 2012