Page 10 - SpringBoard_ELA_CA_Smapler_Flipbook

Planning the unit
unit 3
Context
Many young people seem to have a natural aptitude for arguing. Yet what they often overlook in an argument is the importance of identifying the specific audience they are trying to convince and selecting and organizing just the right information and language to communicate their exact position to that audience. In Unit 3, students study this art; the art of argument. They consider why we have controversy in society and examine the content and structure of informational and argumentative texts in order to gather information and evaluate others’ claims. They learn to effectively debate contemporary issues and write an argumentative letter to convince an audience to support their position on a topic important to them.
Instructional Sequence
The first half of the unit begins by asking students to define the terms argument and controversy and explore current issues in society. They read informational and argumentative texts to analyze the elements of an argument—the claim, reasoning, and evidence—as well as learn to cite sources, evaluate language, and understand the role of visual displays
in expressing information. Embedded Assessment 1 requires students to apply their understanding of these concepts and skills as they research and debate a controversy affecting their school, community, or society.
The second half of the unit builds on students’ exposure to high
interest, debatable topics and their understanding of the elements of an argument by guiding students to write their own argumentative text that incorporates research and maintains a formal style. Students analyze the development, organization, and style of a written argument. They are introduced to the rhetorical appeals of logos and pathos and practice citing evidence from research sources in order to avoid plagiarism
and provide basic bibliographic information. After responding to an argumentative writing prompt in a timed writing situation, students learn techniques for crafting effective argumentative introductions and conclusions and practice revising for coherence. Students are ready
to apply these skills when writing an argumentative letter to convince
an audience to support a position on a topic they truly care about for Embedded Assessment 2.
AP/College Readiness
In this unit, students will focus on refining these important skills and knowledge areas for AP/College Readiness:
• Synthesizing information from a variety of genres (Activities 3.3, 3.4, 3.8)
• Evaluating and incorporating referenced sources (Activities 3.3, 3.4, 3.5, 3.10)
• Analyzing how graphics and visual images relate to and support written texts (Activities 3.7, 3.8, EA1)
• Creating and sustaining arguments based on readings, research, and/or personal experience (Activities 3.8, 3.12, 3.14)
• Controlling tone, establishing and maintaining voice, achieving appropriate emphasis through diction and sentence structure (3.6, 3.13, 3.15)
Unit 3 • Planning the Unit 159a
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