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| Overarching Questions How does a writer craft an editorial to support a claim(s) in an analysis of substantive topics or texts using valid reasoning and relevant and sufficient evidence? What elements of argument are included in editorials? How do I voice my opinion on an issue that has personal and community relevance in order to inform or elicit change? Enduring Understandings Op-eds are a specific argumentative genre. Writers of this genre engage in critical thought on a range of subjects. Writers of op-eds publish their arguments to engage in socially responsible commentary. |
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| This unit engages students as both readers and writers. As readers, students study the elements of op-eds by annotating published op-eds for structure, tone, audience, claim, counterclaim, evidence, and warrant (reasons). Through strategies, such as talking to the text, students personally respond to op-eds. They identify the elements of an op-ed piece and how these elements work together to develop a line of reasoning. They summarize and analyze the explicit and implicit details in the text, thus evaluating the op-ed’s validity. Through consideration of diction and bias, students determine whether the warrant (reason) is assumed/implied or explicitly stated. As writers, students research issues of personal and community relevance to develop a stance and write an op-ed. Through original inquiry, students gather information from primary and secondary resources; they analyze and synthesize information to inform and support their claim(s) and counterclaim(s). They craft and revise the op-ed with appropriate word choice, style, and voice for an authentic audience and purpose. |
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| MI: English Language Arts 6-12 Reading: Informational Text Key Ideas and Details
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text. RI.9-10.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text. RI.9-10.3. Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
(Not applicable to literature) RI.9-10.8. Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. Range of Reading and Level of Text Complexity
10. Read and comprehend complex literary and informational texts independently and proficiently. RI.9-10.10. By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. Text Types and Purposes
1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.1a. 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. W.9-10.1b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. W.9-10.1c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. W.9-10.1d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. W.9-10.1e. Provide a concluding statement or section that follows from and supports the argument presented. Production and Distribution of Writing
4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.9-10.5. 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. Research to Build and Present Knowledge
7. Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. W.9-10.7. Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.9-10.9. Draw evidence from literary or informational texts to support analysis, reflection, and research W.9-10.9b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”). Range of Writing
10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. W.9-10.10. Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | While the information contained here is not related to Unit Level Standards, important information related to UDL is included for your reference. What is Universal Design for Learning (UDL)? UDL is a research-based framework that focuses on proactive design and delivery of curriculum, instruction and assessment. UDL provides opportunities for every student to learn and show what they know, with high expectations for all learners.
Each student learns in a unique manner so a one-size-fits-all approach is not effective. UDL principles create options for how instruction is presented, how students express their ideas, and how teachers can engage students in their learning. (NY DOE)
© CAST, 2013 |
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| - What is the difference between an Op-Ed, column, and an editorial?
- What qualities are necessary for an argument to be an Op-Ed?
- Who usually is the writer of an Op-Ed?
- Who can write an Op-Ed?
- Why would someone write an Op-Ed?
- Who is the audience of the Op-Ed?
- What types of evidence are valid for an Op-Ed?
- What is the difference between primary and secondary research?
- What purpose is served by each type of evidence?
- How do you develop a strong voice in an Op-Ed?
- How does a writer's audience influence style, voice, diction, and tone?
| audience call to action citation claim concluding statement counterclaim inference lead objective tone organization purpose relevant, sufficient evidence rhetorical strategies valid reasoning voice writing process |
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| Pre-Unit Assessment Task Do you have opinions on local events, and/or social, political or economic issue(s) that impact your life? List three events or issues about which you have an opinion. Select the one you are most interested in and/or have the strongest opinion about. Write a brief statement of your opinion and a possible counter-opinion about this event or issue. Then list at least two reasons you have formed that opinion. Mid-Unit Formative Assessment Tasks Annotation Self-Assessment Task: What strategies or techniques do op-ed authors universally use? After studying a series of op-eds, in your literature circle group identify the common elements and evaluate which op-ed most effectively combines these elements to create a valid line of reasoning. Explain how the writer’s combination of elements is effective. Consider explicit and implied evidence, diction and bias, and audience awareness. Project-Folder Self-Assessment Task: After writing and revising your Op-Ed, trace the diction to determine explicit and implied bias. Consider the effectiveness of this choice of diction and devise a revision plan to reduce bias and increase validity. In a brief reflection, state how the elements connect to argue your claim about this issue/problem/conflict in a logical way. Review the rubric and consider three areas in your reflection: 1) Focus; 2) Controlling Idea; and 3) Development. Post-Unit Summative Assessment Task After writing and revising your op-ed, trace the diction to determine explicit and implied bias. Consider the effectiveness of this choice of diction and devise a revision plan to reduce bias and increase validity. In a brief reflection, state how the elements connect to argue your claim about this issue/problem/conflict in a logical way. Review the rubric and consider three areas in your reflection: 1) Focus; 2) Controlling Idea; 3) Development. | Choosing a structure for your op-ed Evaluating evidence Investigating a topic Narrowing or broadening the inquiry Self-generating a relevant and timely topic for an op-ed |
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| | Print Resources Rolnicki, Tom, et. al."Writing Editorials and Opinion Columns. Scholastic Journalism, 10th edition. 2001. Print. Peterson, Linda H. The Norton Reader. New York: W.W. Norton. 2008. Print. Graff, Gerald and Cathy Birkenstein. They Say, I Say: The Moves That Matter in Academic Writing. New York: W W Norton & Company. 2009. Print. Hillocks, Jr, George. Teaching Argument Writing, Grades 6-12: Supporting Claims with Relevant Evidence and Clear Reasoning. Portsmouth, Heinemann. 2011. Print. Web Resources Oakland Schools Teaching Research Writing Website: Skills Progression & Lessons http://www.osteachingresearchwriting.org/ The OpEd Project. Web. 3 Sept 2013. http://www.theopedproject.org/ Daily OpEd. Web. 2012. http://www.dailyoped.com/ |
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