S1+Ricker,Kassaundra+Margaret

=Stage 1 - Identify Desired Results= B3 Argument/Analysis Grades 9-Diploma Students write //academic essays// that structure ideas and arguments in a sustained and logical fashion. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: English Language Arts- B.Writing

//What understandings are desired?//
• there are appropriate types of examples/evidence and appropriate ways to use them to support a logical argument/analysis. • there is a specific way arguments/ analyses are structured so that they are logical. ||
 * **//Students will understand that://** **(U)** ||
 * • a thesis helps to organize and build a logical argument.

//What essential questions will be considered?//
• Why is evidence used, how is it used and how does one find/decipher appropriate evidence? • How are arguments/analyses structured and why? ||
 * **Essential Questions:** **(Q)** ||
 * • How does a thesis help to organize and build a logical argument?

//What key knowledge and skills will students acquire as a result of this unit?//
• Structures of Writing: how to form a thesis, where to use evidence, proper grammar, how to use direct quotes vs. indirect quotes, how to use transitions • Critical Details: analyses move from general to specific, how to map out analyses, how to find credible sources || •describe structural components of an analysis/argument •evaluate information from reading, listening and viewing •design a logical thesis statement •analyze the structure of others analyses/arguments •consider opposing arguments •self-assess themselves on appropriate examples/evidence ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * • Terminology: thesis statement,analysis,example/evidence,introduction,conclusion,body paragraph,topic sentence,detail sentence,direct quotes, indirect quotes


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