S1+Cook,Shila+Jo

=Stage 1 - Identify Desired Results= B3 Argument/Analysis Grade 6-8 Students use a writing process to communicate for variety of audiences and purposes ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: English Language Arts- B. Writing

//What understandings are desired?//
•academic essays are stronger because of a clear position. •academic essays are supported with relevant evidence. ||
 * **//Students will understand that://** **(U)** ||
 * •academic essays state a clear position.

//What essential questions will be considered?//
•How will me academic essays be stronger by supporting my position? •How will supporting my academic essay with relevant evidence impact my paper? ||
 * **Essential Questions:** **(Q)** ||
 * •Why will academic essays be stronger by stating a clear position?

//What key knowledge and skills will students acquire as a result of this unit?//
argument, conclusion •Critical Details: How to make an arguable opinion how to add in supporting evidence, what makes a thesis •Sequences and Timelines: introduction, thesis, position, support, ideas, conclusion || •Explain: Students will be able to synthesis information from the reading. •Interpret: Students will be able to judge the difference between facts and opinions. •Apply: Students will be able to produce an essay that supports an idea. •Perspective: Students will be able to argue an idea while excluding extraneous information. •Empathy: Students will be able to relate information from the reading to their argument. •Self-Knowledge: Students will be able to recognize a logical argument. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Terminology: thesis, clear position, relevant evidence, facts, opinions,


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**