Stage 1 Desired Results

ESTABLISHED GOALS

Write a multi-paragraph essay that includes one in-text citation from a primary source in MLA 8 format.

Standards

Writing-W 1,4,5,9

W1 Write arguments (e.g., essays, letters to the editor, advocacy speeches) to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

W1a Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

W1d. Establish and maintain a style appropriate to audience and purpose (e.g., formal for academic writing) while attending to the norms and conventions of the discipline in which they are writing.

W1e. Provide a concluding statement or section that follows from and supports the argument presented. For example, students research contemporary issues in education, such as whether public schools prepare students for citizenship or whether a college education is worth its costs. Students gather, evaluate, and synthesize information from a variety of sources and write a position paper on their topic that they present to the class. (W.9–10.1, W.9–10.7, W.9–10.8, W.9–10.9, SL.9–10.4)

W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

W5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience.

W5a. Demonstrate command of standard English conventions

W9. Draw evidence from literary or informational texts to support written analysis, interpretation, reflection, and research

Meaning

UNDERSTANDINGS REGARDING RESEARCH        

Students will understand that…

thesis statements must make a claim that relates to the topic

incorporating evidence from the text serves to substantiate the claim

analyzing the evidence helps the reader understand the relevance of the quote (hereafter referred to as “textual evidence”)

summarizing the plot of a text is not necessary or helpful; it can be assumed that the reader is familiar with the text

UNDERSTANDINGS REGARDING THE WRITING PROCESS

Students will understand that…

clear, concise writing promotes effective communication

careful word choice promotes sophisticated writing

formal phrases and transitions establish an academic tone

revisions are necessary to correct grammar, refine word choice, and ensure flow of argument

MLA style (for headers, font, spacing, in-text citation, and Works Cited) is an established norm for high school and college essay writing

ESSENTIAL QUESTIONS

What is academic integrity?

How do I know if my information is reliable, accurate, unbiased, current and appropriate?  

What constitutes a well-supported claim?

How do I draft a thesis statement? How do I revise it?

How do I analyze the textual evidence? How do I avoid summary?

How do I use an objective tone in my writing? How do I choose the right vocabulary for an academic paper?

Where do I find current information on MLA style?

Acquisition

Students will practice how to approach literary criticism to support or challenge their ideas.

Writing a research paper is a process that requires pre-planning, clear organization for each paragraph, and multiple revisions.

Students will be skilled at…

Formulating a thesis        

Writing topic sentences that address the thesis

Organizing information into focused paragraphs

Incorporating textual evidence from the primary text to support a clear argument

Properly citing textual evidence using MLA style

Recognizing plagiarism

Stage 2 - Evidence

Evaluative Criteria

Assessment Evidence

Evaluation based on the Writing Rubric (modified to include research skills and content)

2-3 pages for 9th grade

MLA format

PERFORMANCE TASK(S):

Draft a thesis statement; revise for vocabulary, clarity and flow

Find textual evidence to prove claims

Pre-plan (conversations; choice of brainstorms, graphic organizers, or outline)

Use the triangle template to create an Introduction paragraph

Use the triangle template to create a Conclusion paragraph

Write a first draft

Add a Works Cited page

Peer-Edit and/or Teacher Conference

Produce a final draft based on feedback

OTHER EVIDENCE:

Student formative work leading up to summative paper, i.e.

Peer editing notes

Proofreading/revision notes

Teacher conference notes and/or observations

Stage 3 – Learning Plan

Summary of Key Learning Events and Instruction

Converse with students to gather information on how students approached writing essays (i.e. topic sentences and body paragraphs; terminology used in previous grades) in order to connect to what students have used in the past

Teach thesis statement; revise individual thesis statements  How are we teaching the thesis?  What are the activities?

Teach topic sentence; revise individual topic sentences

Teach body paragraph structure: focus on evidence, properly introduced to provide context, with full analysis (not summary)

Revisit MLA format for header, title, pagination, and in-text citation style

Teach Introductory paragraph format using triangle diagram

Revisit Standard Written English  (perhaps using list of do’s and don’ts)

Teach and practice the writing process

Introduce Works Cited; included as last page of research paper