Understanding by Design

Stage 1 - Desired Results Standards: Standards Domains Aligned Standards ELA: Grade 8

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ELA8W1 Writing Organization : The student produces writing that establishes an appropriate organizational structure, sets a context and engages the reader, maintains a coherent focus throughout, and signals a satisfying closure; the student: ELA8W1.a : Selects a focus, organizational structure, and a point of view based on purpose, genre expectations, audience, length, and format requirements. ELA8W2.a : Expository Writing: Engages the reader by establishing a context, creating a persona, and otherwise developing reader interest. ELA8W2.a : Research/Tech: Poses relevant and tightly drawn questions about the topic. ELA8W3.a : Plans and conducts multi-step information searches by using computer networks and modems. ELA8C1 Standard English Usage : The student demonstrates understanding and control of the rules of the English language, realizing that usage involves the appropriate application of conventions and grammar in both written and spoken formats. Comprehension: Informational Text : The student demonstrates comprehension and shows evidence of a warranted and responsible explanation of a variety of literary and informational texts. The texts are of the quality and complexity illustrated by the Grade Eight reading list. For informational texts, the student reads and comprehends in order to develop understanding and expertise and produces evidence of reading that: ELA8W1.b : Writes texts of a length appropriate to address the topic or tell the story. ELA8W2.b : Expository Writing: Develops a controlling idea that conveys a perspective on the subject. ELA8W2.b : Research/Tech: Engages the reader by establishing a context. ELA8W1.c : Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and difference, and posing and answering a question). ELA8W2.c : Expository Writing: Creates an organizing structure appropriate to purpose, audience, and context. ELA8W2.c : Research/Tech: Conveys clear and accurate perspectives on the subject. ELA8W3.c : Avoids plagiarism. ELA8W1.d : Uses appropriate structures to ensure coherence (e.g., transition elements, parallel structure). Writing Genres: Expository : The student demonstrates competence in a variety of genres: Expository(multiparagraph expository composition such as description, explanation, comparison and contrast, or problem and solution) ELA8W2.d : Expository Writing: Develops the topic with supporting details. ELA8W2.d : Research/Tech: Defines a thesis. ELA8RC2.e : Examines the authors purpose in writing. ELA8W1.e : Supports statements and claims with anecdotes, description facts and statistics, and specific examples. ELA8W2.e : Expository Writing: Excludes extraneous and inappropriate information. ELA8W2.e : Research/Tech: Records important ideas, concepts, and direct quotations from significant information sources and paraphrases and summarizes all perspectives on the topic, as appropriate. ELA8LSV2.e : Uses rubrics as assessment tools. ELA8W2.f : Research/Tech: Uses a variety of primary and secondary sources and distinguishes the nature and value of each. ELA8W2.g : Expository Writing: Concludes with a detailed summary linked to the purpose of the composition. ELA8W2.h : Research/Tech: Provides a sense of closure to the writing. ELA8W2.i : Research/Tech: Documents resources (bibliography, footnotes, endnotes, etc.).344 T.ELA8W3.21 : The student selects and uses a variety of technology tools to locate, analyze, synthesize, evaluate and/or apply information to accomplish a content specific task. T.ELA8W4.6 : The student uses brainstorming/webbing software in planning, organizing, and prewriting.

Enduring Understandings:

Essential Question(s):

What will students understand as a result of the unit? “Students will understand that…”

What arguable, recurring, and thought-provoking questions will guide inquiry and point toward the big ideas of the unit?

Students will understand that expository writing involves logical and rational arguments supported by facts, details, or examples. Students will understand that evaluating expository writing relies on the strength of the supporting details. Students will understand the value of the research process.

BIG IDEA: Why is quality research important?

How do you build a better essay? Is the ability to conduct research for writing important in today's world? Is one resource better than another? Is one resource enough? Why can’t I copy that?

Students will understand the need to cite researched pieces in a bibliography or works cited.

Students will know…

Students will be able to…

What is the key knowledge needed to develop the desired understandings? What knowledge relates to the content standards on which the unit is focused?

What is the key skill needed to develop the desired understandings? What skill relates to the content standards on which the unit is focused?

Students will know: vocabulary expository format (hook, thesis, bodysupport, conclusion) fact vs. opinion how to summarize to avoid plagiarism bibliography vs. works cited parenthetical citation

Students will be able to : Compose an expository essay that contains a clearly stated thesis Identify support for their thesis Provide proper parenthetical documentation Provide a sense of closure

Stage 2 – Assessment Evidence

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Performance Task(s): GRASPS Goal: Create an expository essay Role: Scientific researcher/lecturer Audience: professional peers Situation: Researchers have produced papers on specific issues and are now presenting to professional peers. Product: A research paper with cited references for publication to be read by professional peers. Standard: the school wide writing rubric

Other Evidence:

OE

Tests/quizzes Graphic organizers Step-by-step review of materials Such as: outlines, note cards, source cards, working bibliography

Stage 3 – The Learning Plan Part One of Learning Plan Introduce and build vocabulary and background knowledge Review the elements of a research paper Assess vocabulary and purpose periodically Administer usage quizzes for vocabulary Complete worksheets/practice skills throughout the research as found in: Goldenberg’s A Student Guide to Writing a Research Paper Part Two of Learning Plan Complete various activities to practice mastery of vocabulary Provide a model of the format for an expository essay Provide models of outlining examples and techniques for research Provide library time for individual research Breakout groups for additional support in the areas of: Creation of source cards or note cards, set up of bibliography, summarization of expository text as located via student research, outlining of ideas, or the creation of the rough draft Provide a checklist for students to use when preparing their rough draft Provide time for editing and revising both in whole group and in partners or small breakout groups Final Evaluation by the school rubric