| | | | | | |
|
|
| |
| ... |
| How do speeches inspire us to make a change? |
| ... |
| |
| ... |
| The purpose of this unit is for students to engage with writing arguments that are presented in both spoken and written forms. Through examining mentor texts such as speeches and written pieces, the culminating project is to write an inspirational speech for one audience, and then an inspirational letter for the student’s future self.
|
| ... |
| MI: English Language Arts 6-12 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. RL.7.1. Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Integration of Knowledge and Ideas
7. Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words. RL.7.7. Compare and contrast a written story, drama, or poem to its audio, filmed, staged, or multimedia version, analyzing the effects of techniques unique to each medium (e.g., lighting, sound, color, or camera focus and angles in a film). 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. RL.7.8. (Not applicable to literature) 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.7.1. Write arguments to support claims with clear reasons and relevant evidence. W.7.1a. Introduce claim(s), acknowledge alternate or opposing claims, and organize the reasons and evidence logically. W.7.1b. Support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. W.7.1c. Use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), reasons, and evidence. W.7.1d. Establish and maintain a formal style. W.7.1e. Provide a concluding statement or section that follows from and supports the argument presented. 5. Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach. W.7.5. With some guidance and support from peers and adults, develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on how well purpose and audience have been addressed. 6. Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. W.7.6. Use technology, including the Internet, to produce and publish writing and link to and cite sources as well as to interact and collaborate with others, including linking to and citing sources. 9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9. Draw evidence from literary or informational texts to support analysis, reflection, and research. W.7.9b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”). 3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric. SL.7.3. Delineate a speaker’s argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence. 6. Adapt speech to a variety of contexts and communicative tasks, demonstrating command of formal English when indicated or appropriate. SL.7.6. Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. 2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. L.7.2a. Use a comma to separate coordinate adjectives (e.g., It was a fascinating, enjoyable movie but not He wore an old[,] green shirt). © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved. | |
| ... |
| - How have people used speech as a way to effect change?
What are the elements of craft that support writing and delivering an inspiring speech? How do speakers choose a topic? How do speakers adapt their speech based on context and audience? How do people sustain their commitment to change over time? How do writers defend their claims?
| |
| ... |
| Writing Pre-assessment: Invite students to respond to the prompt “What ideas inspire and motivate you?” This will serve as a brief entry into the topic of the unit and also allow you to assess students’ writing and language skills. Because this unit comes in the later part of the school year, some skills may be assessed through work in previous units. Consider asking students to provide an example of writing from their RW Notebook to gain a sense of writing and language skills that are already evident, as well as skills that you might prioritize in your instruction. You can also gain a sense of students’ current speaking and listening skills through focused observation.
In order for students to understand the expectations for this unit, consider sharing the summative tasks and rubrics ahead of time. Make space for students to regularly set goals and reflect on progress toward those goals during the unit. Also note that even though lessons and unit focus will be moving towards the final product, students should continue independent choice reading and low-stakes writing routines established in the Launch unit.
Suggestions for Summative Assessment: In our investigation of what makes an inspiring speech, we are also thinking through the ways speeches differ from other types of argument, such as letters. Over the course of our unit, you will create two pieces on the same topic. An inspirational speech that introduces claims, makes an argument, and ends with a call to action. A letter to your future self that encourages you to keep going with your call to action, and expresses the hopes you have for the future.
7th Grade ELA: Argument Unit Summative Assessment Rubric
| Adapting Applying Delineating Demonstrating Establishing Providing Supporting |
| ... |
| Click here to access detailed lesson plans for this unit. For additional context and support with the instructional approaches in all of the units, please click here.
| These units are intended to be a free curriculum resource available widely at no cost to Michigan schools and teachers. Because of this, the lessons in these units contain links to any required instructional materials for implementing individual lessons. In order to support the instructional practices throughout the units, your district should consider providing resources and materials in the following areas: - Suggested anchor and mentor texts: Throughout the units, you will find suggested texts to use as anchor and mentor texts when modeling reading and writing instruction. Because the units are built around standards and instructional practices, they are not about the content found within any given text, and so any suggested text may be substituted for alternate texts as appropriate given the focus and standards of the unit. Text selection in these units prioritizes diverse representation of characters, situations, and authors including, but not limited to, racial and ethnic background, gender, LGBTQ+ identity, genre, format (e.g. graphic novels, novels in verse, etc.), and complexity levels. If you are considering alternate or additional texts, it is critical to the integrity of these units that diverse representation is maintained. If you wish to use the suggested texts included in the unit, you can find free-access materials linked within each lesson template. Because the unit writers prioritized a commitment to engaging, inclusive texts, there are some suggestions for texts and trade books that are not available in free, open-access platforms. Texts that you may want to consider purchasing for teacher and/or student use can be found within the unit as well as in this document that lists Texts and Resources to Consider Purchasing . For schools that own a Newsela ELA subscription, this document provides suggested Newsela resources to supplement each unit.
- Abundant choice reading materials: Because these units are built upon workshop principles, students’ opportunity to independently select and engage in a wide range and volume of reading is critical. Access to school libraries and media specialists will significantly support implementation of these units. Additionally, individual classroom libraries will provide further and crucial resources necessary for the differentiation and gradual release of responsibility necessary to implementing these units with fidelity.
|
| ... |
|
