Essay Assignment #3Length five to six pagesOn the issue of ge.docx

Essay Assignment #3
Length: five to six pages
On the issue of gendered language, you are required to write a
position paper in term of where you stand and why, by taking
one side of the argument and persuading your audience that you
have well-founded knowledge of the topic being presented. The
goal of a position paper is to convince the audience that your
opinion is valid and worth listening to. To achieve this goal,
you should 1) ensure the validity of your claim based on
accurate analysis and evaluation of sources, and precise
evidence and 2) acknowledge a contrary position by anticipating
doubts and objections and constructing effective refutations.
(Any paper that does not carry out the requirements will not be
considered as passing this assignment.)
To construct a strong and comprehensive argument, you should
consult course readings and cite them as main sources (to
support your argument and to acknowledge a counterargument)
when making each point. Use two to four outside sources for
this paper.
Outline: Monday, April 13th
Draft 1: Monday, April 20th (Upload Draft 1 of Essay 3 to
SafeAssign & bring two copies.)
Final Draft: Monday, April. 28th (Upload the final draft of
Essay 3 to SafeAssign.)
Here are guidelines about how you can address counterargument
effectively.
Consider the two stages below.
1. The Turn Against: You turn against your argument to
challenge it and then you turn back to reaffirm it. You first
image a skeptical reader or cite an actual source who might
resist your argument by pointing out;

· a problem with your demonstration, e.g., that a different
conclusion could be drawn from
the same facts, a key assumption is unwarranted, a key term is
used unfairly, certain evidence
is ignored or played down;
· one or more disadvantages or practical drawbacks to what you
propose;
· an alternative explanation or proposal that makes more sense.
2. The Turn Back: Your return to your own argument—which
you announce with a but, yet,
however, nevertheless, or still—must likewise involve careful
reasoning. In reasoning about
the proposed counterargument, you may
· refute it, showing why it is mistaken—an apparent but not real
problem;
· acknowledges its validity or plausibility, but suggest why on
balance it is relatively less important or less likely than what
you propose, and thus does not overturn it;
· concede its force and complicate your idea accordingly—
restate your thesis in a more exact, qualified, or nuanced way
that takes account of the objection, or start a new section in
which you consider your topic in light of it. This will work if
the counterargument concerns only aspect of your argument; if
it undermines your whole case, you need a new thesis.
(Adapted from Gordon Harvey’s The Academic Essay: A

Brief Anatomy)
1
1
Running Head: Teacher Work Sample (Standards 1-4)
Teacher Work Sample (Standards 1-4)
Burton Morris
EED 490
March 23, 2015
Jonathan Lewis
Standard 2: Learning Goals and Objectives
It is of my highest importance that each student’s needs be
taken into consideration while implementing learning goals and
strategies. It is also important that my lessons challenge each
student so that they not only meet, but also exceed the standard
and expectations. This will be communicated through
differentiated instructional lessons. A multitude of resources
will be researched in compliance with the state or Savannah
Chatham County Public Schools district standards. All activities
will be sequenced allowing each student to emerge or master an
independent understanding of all given standards. Gradually
each student will grasp the concepts taught throughout the unit,
which includes integrating mathematics, social studies, and
science with English Language Arts on a 1st grade level.
The students will learn how important it is to focus on the
beginning, middle, and end in a story. ELACC1RL3 - Each

student will understand the concept of who the main characters
are, what the setting is, and what main events have occurred.
SS1E1 - In doing so, they will each learn about “Needs and
Wants” and “Goods and Services”. All students will have the
chance to practice writing with narrative writing prompts. The
students will write opinionated writing prompts. ELACC1RL2 -
They will also write informational summaries about facts and
information collected from various texts. The combinations of
writing strategies promote a higher order of thinking while also
learning sequencing and more advanced vocabulary in the
process. This is described in the theory of Jean Piaget.
ELACC1RL6 - The students will also answer questions about
characters and point of view. During these writing activities the
students will be expected to answer a set of DOK or Depth of
Knowledge questions at a various levels. These levels include
level 1 (recall and identify), level 2 (comparing and
contrasting), level 3 (making predictions and determining
outcomes), and level 4 (gathering information to support ideas
from text).
The learning goals and objectives align with the district
and Georgia State’s grade-level standards. The performance
standards state that the lessons should motivate hands-on,
student-centered, and inquiry based instruction. Each prepared
lesson and activity will accommodate the diversity among the
students. I feel that my lessons in this unit are both challenging
and efficient.

Resources:
https://www.georgiastandards.org/Standards/Pages/Browse
Standards/BrowseGPS.aspx
1
Running Head: Teacher Work Sample (Standards 1-4)
Teacher Work Sample (Standards 1-4)
Burton Morris
EED 490
April 6, 2015
Jonathan Lewis
Standard 3: Assessments
Learning Goals 1-3
Assessments
Format of Assessments
Adaptations
ELACC1RL3 - Each student will understand the concept of who
the main characters are, what the setting is, and what main
events have occurred

Learning Objective:
Students will grasp the concept of putting together a story and
understand beginning, middle, and end. Students will learn who
a character is and how to describe them. Students will learn to
describe the setting in the text and also give clear details about
what is taking place.
Pre Assessment
ELA notebook entry about how the character feels in the story.
Then the student will write how they would feel if he or she
were the character in The Lemonade War.
The students should be allowed to make-up any missed
assessment within the class period. There may be a few absent
students on days when we read out of the book as a class. We
will review the previous chapter and have a few students tell
their classmates about important facts that happened in the
chapter.
Formative Assessment
Classroom discussion about who the main characters are, where
the story is taking place, and what has happened in the story so
far.
Post Assessment
1-5 Quiz
Self-Assessment
Students will discuss with their peers things about the story
they knew and things they each found out to be new
information.
ELACC1RL2 - They will also write informational summaries
about facts and information collected from various texts

Learning Objective:
Students will learn how to write short summaries about the text.
Each student will learn how to compare and contrast. They will
each also learn what informational text is compared to a story.
Pre Assessment
Classroom discussion / Groups
Students who have difficulties writing a summary or reading
will get extra assistance with paraprofessional. Allow students
an additional 10 minutes to complete assignments.
Activity Sheet or Resource
Post Assessment
True or False Quiz
Self-Assessment
Students will discuss amongst one another their collected facts.
They will compare and contrast their information.
ELACC1RL6 - The students will also answer questions about
characters and point of view
Learning Objective:
The students will learn how to identify who is telling the story.
Students will do this by finding clues within the text and using
higher order thinking skills.
Pre Assessment
Classroom discussion using chart paper
The students will be shown images of the characters in the
book. Students can pick one character to describe. Each student
will have access to emotion charts. Students will view a short
interactive video clip about emotions.

Character activity sheet
Post Assessment
Write 3-4 sentences describing what the problem is and a
solution to how you to fix it. Then follow up with an
illustration.
Self-Assessment
Rate Our Story
Alignment with Learning Goals and Instruction
The chart above depicts the learning goals that are
expected throughout the unit. Each of them are paired with an
assessment that challenges each student’s comprehension. Both
the learning goals and assessments work together to prove each
student has learned the skills necessary by standard.
Adaptations are also made for students who need extra
assistance so that they may comprehend and excel in the
standards as well.
Clarity of Criteria and Standards for Performance
Each of the learning goals and standards has been properly
introduced. Each of the assessments is a direct and appropriate
result of the learning goal. The learning goals presented are a
combination of each level within the DOK, Depth of Knowledge
1-4. All of the students will get a chance to familiarize
themselves with these levels of DOK during assignments prior
to assessments.
Multiple Modes and Approaches
A variation of assessments has been used in the assessment

plan. These assessments are challenging, provide high order
thinking, and allow for a combination of writing techniques.
Learning Goal 1 allows for the students to understand who the
main characters are in the story, what the setting is, and what
the main events that have occurred. Learning Goal 2 allows
each student to write a short summary about information they
have collected from various texts. Learning Goal 3 states that
the students will answer questions about the characters and
identify the point of view. This allows myself to properly assess
students’ knowledge about the text by providing an assortment
of assessments based on Georgia State performance standards.
Technical Soundness
The assessments measure the students’ ability to
comprehend and measure how well each perform during this
unit. Each of the assessments relate to one another by giving
pre-assessment and then the post-assessment. This will measure
what each student has excelled in and what areas need more
instruction.
Adaptations Based upon Individual Needs of Students
Adaptations have been made to fit the criteria of each student in
the classroom. These adaptations also allow the students to
complete these assessments in an appropriate amount of time.
The students who are absent on assessment days will have a
chance to make up assignments during class. Fridays will be
dedicated to finishing up incomplete assignments. Other
adaptations are constant reviews during class. Each student will
have the chance to discuss the text with one of their peers
before asking and answering questions. If students have
difficulty reading or writing, they will be allowed an extra 10
minutes with the paraprofessional within the classroom.
Students will also have their own emotion chart to follow while
asking questions about the characters throughout the story.
Opportunities for Students to Self Evaluate, monitor, and Adjust

Learning Goals
Each student has the opportunity to communicate with his
or her peers throughout the unit. At the end of the story the
students will get a chance to rate the story, tell one thing they
liked, and describe one thing they each disliked as a form of
self-evaluation. Also, each student will be asked questions such
as “Why do you think the characters feels this way?” and “Can
you relate to the character?” The students will be reminded of
our learning goals as well. Each student will understand that
these opportunities will allow him or her to better comprehend
and explain information within a text.
Learning Goal 1:
Pre-Assessment
This was a difficult choice to make because of the learning
objective stated. The students would not know much about the
book so I would ask questions such as “What do you think this
book is about?” before divulging into the story. I chose to have
my students write in their ELA notebooks about how the
character feels in the story. The students will then explain how
they would feel if they were the main character with the same
problems. They will also explain what they would do differently
if they were given the option to.
The formative assessment would include watching a short
trailer on the book The Lemonade War by Jacqueline Davies.
This would allow the students to see a visual without giving
away too much information about the book. The class will have
a discussion about who the main characters are, where the story
is taking place, and what important events have occurred
leading to the problem. I will assess each student based on his
or her feedback and participation in this classroom discussion.
Post Assessment
The post assessment will have students answer 5 questions

about the chapter. Each student should be able to comprehend
what happened in the story and who the main characters are at
this point. The quiz will be read out loud but the students will
have to answer the questions independently. As a bonus, the
students can write one sentence about what they liked the most
and least in this chapter.
Self-Assessment
The students will be given the chance to discuss with their
peers the story. They should be able to tell each other one like
and one dislike from the chapter as well. Then they will have to
expand on their knowledge about their answer. They must tell
me why and what they would change.
Learning Goal 2:
Pre-Assessment
I believe that for the pre-assessment, the classroom should
continue the discussion. The students will then read a passage
from the next chapter and discuss what it means. The students
will then find vocabulary in the passage that has been
underlined. Each student must discuss amongst one another
what they think the words mean. As I continue to read the story,
I will ask students to raise their hands when they hear one of
their vocabulary words mentioned. They will then have to tell
me the meaning. I will be giving out incentives for correct
answers. They can use these incentives at the end of the week
during our classroom store.
During class we will go over the chapter we read as a
group. As a class we will complete an activity or resource sheet
about making inferences. These sheets will not be counted as a
grade because we will review the correct answers as a whole. If
the majority of the students understand the concept of making
inferences and chapter summarizing then I will continue. If the
students are having difficulty understanding then I will have to
go back over the lesson.

Post Assessment
The students will have a short 5 true or false questions
about the book. The use of some vocabulary words will also be
implemented here. I want the students to learn and build their
vocabulary. This is to observe if the students are able to
distinguish what is real and what is made-up during the quiz.
Self-Assessment
Students will discuss with their peers what he or she
thought about the new characters. The students will also discuss
the roles each character plays within the story. This allows
students to take control of their own learning. They are also
very social so this helps them to understand themselves more by
comparing two ideas. The students will discuss what they didn’t
know and what they would like to see happen.
Learning Goal 3:
Pre Assessment
For the pre-assessment the students will continue
discussing the book. I will ask the students about whom the
characters are. I will ask them whom the main character is and
whose point of view the story is told in. Each answer will be
recorded on chart paper for all students to see. I would have
four students act out a scene from the book. Then I will
question the students about what just took place or what they
think the character is feeling. I want the students to be able to
draw their own conclusions about what is going on by actually
seeing it come to life. We will discuss the student’s opinions
afterward.
The formative assessment will be a completed using the
character activity sheet. The students will write 4 adjectives
that will describe each character. Then they will draw a picture
of what they think the character looks like based on what was

discussed during class. Each student will describe how the
character feels and they must also use two sentences to tell
whose point of view the story is in. If time permits we will have
a chance to discuss the worksheet in class. The responses should
vary and every gets to share their ideas.
Post Assessment
The students will write 3-4 sentences about what the
problem is in the story. They will then create a solution to fix
that problem. They will then add an illustration at the end that
will support their sentences. This will allow me to observe
which students comprehend the story and understand who is
telling it.
Self-Assessment
The students will be required to rate the story. They will
rate the story using three smiley faces. They will choose from
loved, liked, or disliked the story. We will then discuss why or
why not. Finally, they will have to tell me what they think
would make the story better.
Assessment Materials:
Learning Goal 1:
The students will use their ELA notebooks to document
their thoughts about the characters feelings. They each have the
opportunity to put themselves in the story. Each student will
describe how he or she would feel if they were the main
character. The story we are reading is The Lemonade War.
Name:___________________
Date:_____________________
1) How did Evan hurt his nose?
a. He ran into a wall.
b. A baseball fell on his nose.
c. Jessie hit her brother.

d. He hit a pole while walking.
2) Which story does Jessie read to help her calm down?
a. Hop on Pop
b. Green Eggs and Ham
c. Harry Potter
d. Charlotte’s Web
3) Why is Evan frustrated?
a. Evan is hot.
b. Evan lost his toy car.
c. Evan wants to go swimming.
d. Evan’s mom made him clean his room.
4) Where is Evan located in the beginning of the story?
a. playground
b. school
c. basement.
d. grandmother’s house
5) What happened to all of Evan and Scott’s lemonade?
a. Evan decided to drink it.
b. Scott decided he would drink it.
c. The pitcher fell over.
d. They sold all of the lemonade.
***Bonus***
What did you like to most about this story?
What did you not like about this story?
Answer Key:
1) b
2) c
3) a
4) c
5) b

Learning Goal 2:
Name: ____________________
Date:______________________
True or False
Write True or False
1) Evan’s was upset because it was cold outside. ___________
2) Jessie wanted to ride bikes with Evan but he was miserable.
______________
3) Scott was a mean and selfish person. ______________
4) Evan and his sister started selling lemonade to make a profit.
_____________
5) Evan decided to sell grape juice and ginger ale rather than
lemonade. ________________
Answer Key:
1) False
2) False
3) True
4) False
5) True
Learning Objective 3:
Name:__________________________
Date:_____________________________
How did you like the story? (Circle One)
I LIKED IT I LIKED IT I DID NOT
LIKE IT

Please explain why or why not?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________

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