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  • 1. Karen Field<br />FRIT 7430 (Instructional Design)<br />Stage 1, Understanding by Design<br />Summer 2010<br />UbD Stage 1 Template<br />
    • Title of UnitEverything’s An ArgumentGrade Level10Curriculum AreaLiterature & CompositionTime Frame3 weeksStage 1 – Identify Desired ResultsContent Standards:ELA10W2 The student demonstrates competence in a variety of genres. The student produces persuasive writing that structures ideas and arguments in a sustained and logical fashion; the student:a. Engages the reader by establishing a context and developing reader interest. b. Develops a controlling idea or formulates an arguable thesis that makes a clear and knowledgeable judgment. c. Uses specific rhetorical devices to support assertions (i.e., appeal to emotion or ethical belief, personal anecdote, case study, analogy, and/or logical reasoning). d. Clarifies and defends positions with precise and relevant evidence (i.e., facts, expert opinions, quotations, or expressions of commonly accepted beliefs). e. Excludes information and arguments that are irrelevant. f. Organizes points of argument effectively to achieve desired outcome. g. Addresses readers’ concerns, counterclaims, biases, and expectations. h. Achieves closure by summarizing main points of argument, appealing to reason, ethics, or emotion, or encouraging action.UnderstandingsStudents will understand that:Visuals can support an argument as well as text. The best way to create an effective argument is by reviewing both sides of the argument. Using emotional, ethnical, or logical appeals depends largely on the content of argument.The audience for the argument is an essential element to consider how best to create an argument.Being open-minded to differing views can make you a more informed person.The most effective argument is the best support argument.Being able to make an effective argument serves many purposes.Related Misconceptions: Arguments have a right or wrong/good or bad solution.Arguments are heated debates, where people yell at each other. It’s not important for a person to consider the opposition’s views.Changing my position makes me wishy-washy.Essential QuestionsOverarching Questions: How can a visual make an effective argument? How does an audience influence an argument?Why is it critical to understand the context of an argument?Why is necessary to make concessions as part of an argument?How do you know when to utilize the different appeals as part of an argument?Topical Questions: How can a pro-life advocate use a picture of a fetus to make an argument?How does Cisneros use Esperanza’s culture as an argument for woman’s rights?How does Naomi Madgett utilize context to create an effective argument in “Alabama Centennial”?In Patrick Henry’s “Speech in the Virginia Convention,” how does Henry demonstrate he understands those who fear revolution?Why do Noami Madgett and MLK utilize mostly emotional appeal to create their arguments?Knowledge and SkillsKnowledgeStudents will know:-the story of Experanza in House on Mango Street-MLK’s “I Have a Dream” speech-Naomi Madgett’s poem “Alabama Centennial”-Patrick Henry’s “Speech in the VA Convention”-how to structure paragraphs (topic sentence, details, support, and transitions)-how to compose a thesis statement-how to write an effective conclusionSkills Students will be able to: Define emotional, logical, and ethical appeal Identify emotional, logical, and ethical appealDiscuss the effect of appealsIdentify the elements that contribute to the context of an argumentDiscuss audience and purpose of an argumentIncorporate concessions into an argumentWrite an effective argumentAnalyze and discuss an effective argumentChoose a visual that supports a written argument
    UbD Stage 1 Scoring RubricCompletenessTemplate provided is not completeEach section of the template has been completed with meaningful entries1<br />01 23ScoreUnderstandingsIdentifies understandings that relate to the standards but are too simplistic or state factual knowledge.Identifies targeted understandings that will lead to some discovery but are not at the heart of the discipline.Identifies targeted understandings that are enduring, based on transferable, big ideas at the heart of the discipline. The targeted understandings clearly utilize the six facets of understanding.3<br />012ScoreEssential QuestionsThe essential and unit questions have right answers and do not provoke student engagement.The essential and unit questions serve as guides, but might not provoke student engagement. Includes some topical and overarching essential questions.Identifies essential questions that are provocative, arguable, and likely to generate inquiry around the central ideas. Includes both topical and overarching essential questions.2<br />012ScoreKnowledge & SkillsKnowledge and skills are not identifiedIdentifies knowledge and skills.Shows ability to identify key knowledge and key skills.2<br />012ScoreGrammar/SpellingNumerous errors found in grammar, spelling or usage that distract the reader.Required format has not been usedA few errors found in grammar, spelling or usage that distract the reader.Most of the formatting requirements have been satisfiedNo errors found in grammar, spelling or usage that distract the reader.Required formatting used2TotalScore/10<br />