S+Sanborn,+Kellie

Teacher: Ms. Sanborn  Office: Education Center 543  Office Hours: Monday and Friday 12-2 pm E-mail: kellie.sanborn@maine.edu

=Summary of Unit = This unit is designed to create a group of writers who can write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Students will explore several topics for which they will be asked to create arguments supporting an idea. They will learn how to create effective theses and will come to understand the importance of supporting ideas for arguments. Students will be asked to do several hands-on activities where they will use technology to enhance the "realness" of their writing. By the end of the unit, students will see themselves as writers who are proficient in creating and supporting arguments in both classroom and real-life situations.

=Establish Goals = Content Area: English Grade Level: 9-10 Domain: Writing Cluster: Text Types and Purposes Standard: 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

=Students will understand that = • any piece of writing requires supporting ideas. • argumentative writing must consider all sides of the underlying idea. <span style="font-family: 'Times New Roman',Times,serif;">• an argumentative writing piece must be centered around a strong thesis.

=<span style="font-family: 'Times New Roman',Times,serif;">Essential Questions = <span style="font-family: 'Times New Roman',Times,serif;">• How do supporting ideas strengthen an argument? <span style="font-family: 'Times New Roman',Times,serif;">• Why might considering the other side of an argument strengthen one's own argument? <span style="font-family: 'Times New Roman',Times,serif;">• How can a thesis statement help to form the rest of a paper?

=<span style="font-family: 'Times New Roman',Times,serif;">Students will know = <span style="font-family: 'Times New Roman',Times,serif;">• terminology (thesis, supporting argument, conclusion, transition, syntax, diction). <span style="font-family: 'Times New Roman',Times,serif;">• critical details (proper use of syntax, grammar, and diction). <span style="font-family: 'Times New Roman',Times,serif;">• sequence and timelines (planning process, paragraph order [introduce, support, conclude], sentence order within a paragraph [introduce, quote, explain, analyze]).

=<span style="font-family: 'Times New Roman',Times,serif;">Students will be able to = <span style="font-family: 'Times New Roman',Times,serif;">• derive supporting arguments from their theses. <span style="font-family: 'Times New Roman',Times,serif;">• illustrate their ideas and arguments through one strong thesis statement. <span style="font-family: 'Times New Roman',Times,serif;">• decide which supporting arguments will be most useful in their paper. <span style="font-family: 'Times New Roman',Times,serif;">• compare and contrast supporting ideas for both sides of an argument. <span style="font-family: 'Times New Roman',Times,serif;">• consider the other side of an argument. <span style="font-family: 'Times New Roman',Times,serif;">• reflect upon their big ideas in order to form a thesis.

=<span style="font-family: 'Times New Roman',Times,serif;">Performance Task Overview = <span style="font-family: 'Times New Roman',Times,serif;">The state of Maine has decided to put up for vote of the people the possibility of extending the probationary period on drivers' licenses to the age of 18. You are a lobbyist working for your side of the question (you pick). Your job is to create a website with pages convincing undecided voters to vote your way. Your web page must contain some form of visual rhetoric (a banner, a video, etc.). Convincing voters and winning this vote will earn you excellent recognition and will surely make for advancement in your political career.

=<span style="font-family: 'Times New Roman',Times,serif;">Expectations = <span style="font-family: 'Times New Roman',Times,serif;">**Absences:** Attendance to this class is mandatory and students should do their best to be present for each and every class period. If there is an extenuating circumstance and a student knows in advance that they will be missing class, the student should contact me via e-mail or in person as soon as possible. If the student is not aware in advance that they will be absent for the class period, they should see the class wiki page and check with a classmate to clarify work that should be made up. If the student is unclear as to what it is that they should be making up after taking these steps, they should contact me via e-mail or in person.

<span style="font-family: 'Times New Roman',Times,serif;">Assignments and Late Work: Assignments and homework for this class are in place for very specific reasons and will be used promptly in instruction and therefore all assignments should be completed thoroughly and on time. If a student is unclear about the assignment or knows that they will not be able to complete the assignment on time, they should contact me via e-mail as soon as possible to clarify or to work out an alternative (done on a case by case basis). If an assignment is not completed on time without contacting me, the student will lose 10 points from the "Academic Initiative" portion of the grade for that assignment. Lateness will not affect the grade for the quality of the assignment, and therefore should be completed as thoroughly and as soon as possible.

<span style="font-family: 'Times New Roman',Times,serif;">Plagiarism: Plagiarism will in no way, shape, or form be accepted in this class. If a student uses an idea or resource from an outside source, that source should be properly cited with all due credit given to its owner. If a student is caught plagiarizing, they will be asked to re-do the assignment and any other consequences will be decided on a case-by-case basis (subject to higher authority including, but not limited to, meetings with principals and/or guidance counselors and suspension).

=<span style="font-family: 'Times New Roman',Times,serif;">Benchmarks Total Points: 120 points = <span style="font-family: 'Times New Roman',Times,serif;">• Mind Map 10 points : Students will use a mind-mapping tool to show potential supporting arguments. <span style="font-family: 'Times New Roman',Times,serif;">• Google doc 10 points : Students will post their thesis statements in a Google doc and critique each others theses in that document. <span style="font-family: 'Times New Roman',Times,serif;">• Interactive Graphic Organizer 15 points : Students will use an interactive graphic organizer to weight the pros and cons of potential arguments. <span style="font-family: 'Times New Roman',Times,serif;">• Online Forum 10 points : Students will use an online forum to debate an issue of interest. <span style="font-family: 'Times New Roman',Times,serif;">• Magazine Article 15 points : Students will use Adobe InDesign to create a magazine article with fictional interviews from both sides of the issue. <span style="font-family: 'Times New Roman',Times,serif;">• Web Page 10 points : Students will use Adobe Dreamweaver to create a web page with pages on each of their "big ideas." <span style="font-family: 'Times New Roman',Times,serif;">• Performance Task 50 points (See Above)

=<span style="font-family: 'Times New Roman',Times,serif;">Grading Scale =

<span style="font-family: 'Times New Roman',Times,serif;">**A** (93 -100), **A-** (90 - 92), **B+** (87 - 89), **B** (83 - 86), **B-** (80 - 82), **C+**(77 - 79), **C** (73-76), **C-** (70 - 72), **D+**(67 - 69), **D** (63 - 66), **D-** (60 - 62), **F** (0 - 59)