Unit 2, Bend 1 Table of Contents Unit Title Section Page Number Unit Essential Questions Unit Goals and Sub Goals (Task Analysis) Unit Language (Spanish, Russian, English) Unit Assessment Checklist Unit Assessment Rubric Sample Unit Calendar Grade Content: Unit 2, Bend 1 (Sessions 1-8) Dates of Unit: 4 weeks Unit Bend Title: The Thematic Essay Stage 1 Identify Desired Results
How are claims supported by using textual evidence and addressing counterarguments? *Before this unit begins, your students will need to have already read the texts that they will be analyzing. Consider choosing a certain genre or theme/topic to let students choose various texts to read, so that all texts have a commonality the whole class can discuss, for example dystopian stories like “All summer in a day” by Ray Bradbury, The Hunger Games by Suzanne Collins, and Divergent by Veronica Roth. **Also, each student should have at least one person in the class who is writing about the same text, and these two partners should sit together during this unit and bend. A group of four or more can be a club of teams. ***Keep in mind that the first five minutes of any lesson are very important for engaging student interest. However, remember that a mini-lesson should be short (no more than 10 minutes) because the bulk of the time students should be writing because people learn to write best by actually writing. Goals: SWBAT determine the best theme of a text from among several possible options. SWBAT cite textual evidence to support their claim regarding the theme of a text. SWBAT identify craft patterns an author has used to show the theme of a text. SWBAT draft, revise, and edit a literary essay that includes strong voice, structure, counterarguments, and cited textual evidence. Learning Targets Session 1: Looking for themes all around us Session 2: Reading closely to develop themes Session 3: Fine-tuning themes by studying author’s Session 4: Drafting essays partner
craft *Notes to teacher *Session homework I can identify multiple possible interpretations of the theme of a text, and determine which theme I believe is best. (*Themes should be expressed as full ideas/sentences, rather than simple terms (which are considered issues or motifs, rather than themes. For example, rather than calling the theme “friendship,” a theme might be something like, “Friendships can be like anchors, holding you down.”) I can cite small, key moments of the text when themes are revealed or come to life. I can find patterns in the craft moves an author has used in a text and explain how this supports or reveal the theme. *To support this, teacher should guide students in turning to portions of the text that made a deep impression, rather than combing the text looking for literary devices. Also, encourage students to use scholarly language (the actual name of the devices, for example). I can select an essay structure that supports my thesis. I can write [an academic, literary essay] with a unique voice. *Session 1 Homework: Write 1.5-2 pages in your writing notebook, either another theme entry or two, or dig deeper into a theme entry written in class, exploring *Session 2 Homework: Continue to collect entries about the themes in your texts, and spend some time writing about the overarching themes, as well as zoom in on *Session 3 Homework: Plan out the essay you will write, including a claim (a thesis) and the evidence you will use to support it. Create at least one written outline. *Session 4 Homework: Write a good first draft of your essay by tomorrow.
I can express what I have learned about writing literary essays, and where I still struggle with the process. I can identify logical fallacies (ie, false analogies, correlation vs. causation, or “straw man” false conclusion/overgeneralization) in my thinking and take the necessary steps to correct them. *Anchor charts needed: 1. “Argument writing checklist,” p.48 *Anchor charts needed: 1. “Argument writing checklist,” p.48 2. “How to write a thematic essay,” p.111 3. “Basics of logical thinking,” p.57 4. “Some ways to clarify our logic,” p.58 *Anchor charts needed: 1. “Prompts to argue counterpoints in literary essays,” p.68 *Anchor charts needed: 1. “Argument writing checklist,” p.48 *Session 5 Homework: Continue/finish revising your essay, using the checklist for argument writing (above). Try to improve in areas you already do well, and find ways to use those techniques in other parts of your essay. *Session 6 Homework: Revise your essay to clarify your logics, use transitions to explain your shifts in thinking, and generally make your writing stronger. Bring a finished draft to class for next session. *Session 7 Homework: Finish revising your literary essay draft, addressing counterarguments or changing your original claim is necessary. *Session 8 Homework: n/a
Assessment Checklist – Unit 1 Bend 1 Student Name I can identify multiple possible interpretations of the theme of a text, and determine which theme I believe is best. I can write [an academic, literary essay] with a unique voice. I can cite small, key moments of the text when themes are revealed or come to life. I can find patterns in the craft moves an author has used in a text and explain how this supports or reveal the theme. I can select an essay structure that supports my thesis. I can determine where my writing and revise my own essay in ways that improve its quality. I can express what I have learned about writing literary essays, and where I still struggle with the process. I can use logical reasoning (for example with a syllogism a and b, then to explain the relationship between my claim about the theme and the textual evidence that supports my claim. I can identify logical fallacies (ie, false analogies, correlation vs. causation, or man” false in my thinking and take the necessary steps to correct them. I can counter other possible interpretations of [the theme of] a text other than the one I claim as my own, and address counterarguments to show that my claim is stronger. I can edit my literary essay to correct and advance my use of conventions.
B = Beginning D = Developing P = Proficient M=Mastery Unit of Study Argument Writing Checklist OVERALL LEAD TRANSITIONS ENDING ORGANIZATION Student Name I laid out an argument about a topic/text and made it clear why my particular argument is important and valid. I stayed fair to those who might disagree with me by describing how my position is one of several and making it clear where my position stands in relation to others. After hooking the reader, I provided specific context for my own as well as another position(s), introduced my position, and oriented readers to the overall line of argument I planned to develop. I used transitions to lead the reader across parts of the text and to help the reader note how parts of the text relate by to earlier parts. I used phrases such as now some argue, while this may be true, it is also the case that, despite this, as stated earlier, taken as a whole, this is significant because, the evidence points to, and and by doing so. In the conclusion, I described the significance of my argument for stakeholders, or offered additional insights, implications, questions, or challenges. I organized claims, counterclaims, reasons, and evidence into sections and clarified how sections are connected. I created an organizational structure that supports a growing understanding across the whole of my argument, arranging the sections to build on each other in a logical, compelling fashion.
Student Name I brought out the aspects of the argument that were most significant to my audience and to my overall purpose(s). I incorporated trustworthy and significant sources and explained if and when a source seemed problematic. I analyzed the relevance of the reasons and evidence for my claims as well as for the counterclaim(s) and helped the reader understand what each position is saying. I made sure all of my analysis led my readers to follow my line of argument. I intended to affect my reader in particular ways- to make the reader think, realize, or feel a particular way- and I chose language to do that. I consistently used comparisons, analogies, vivid examples, anecdotes, or other rhetorical devices to help readers follow my thinking and grasp the meaning and significance of a point or a piece of evidence. I varied my tone to match the different purposes of different sections of my argument. I spelled technical vocabulary and literary vocabulary accurately. I spelled materials in citations according to sources, and spelled citations accurately. I used different sentence structures to achieve different purposes throughout my argument. I used verb tenses that shift when needed, deciding between active and passive voice where appropriate. I used internal punctuation effectively, including the use of ellipses to accurately insert excerpts from sources.