Unit Plan Cover Page

Unit Title: Research Paper

Time Frame: Three weeks

Course: AP Language and Composition

Grade Level: 11th & 12th

CURRICULUM/STANDARDS
List all appropriate national, state or district curriculum or standards that align to this unit. You dont need to write out the entire standard, but give me
the title of the standards document you are using and the relevant standard/PO numbers.
.
Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a
question or solve a problem. (11-12.RI.7)
1.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a.
Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a
manner that anticipates the audiences knowledge level, concerns, values, and possible biases.
c.
Use words, phrases, and clauses as well as varied syntax 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.
d.
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e.
Provide a concluding statement or section that follows from and supports the argument presented. (11-12.W.1)
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 13 above. (11-12.W.4)
a.
Produce clear and coherent functional writing (e.g., formal letters, experiments, notes/messages, labels, timelines, graphs/tables, procedures, invitations,
envelopes, maps, captions, diagrams) in which the development and organization are appropriate to the task, purpose, and audience.
(AZ.11-12.W.4)
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. (Editing for conventions should demonstrate command of Language standards 13 up to and including grades 1112.)
(11-12.W.5)
6.
Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new
arguments or information. (11-12.W.6)
Research to Build and Present Knowledge
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. (11-12.W.7)
8.
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each
source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on
any one source and following a standard format for citation. (11-12.W.8)
Research to Build and Present Knowledge
9.
Draw evidence from literary or informational texts to support analysis, reflection, and research.

a.
Apply grades 1112 Reading standards to literature (e.g., "Demonstrate knowledge of eighteenth-, nineteenth-, and early-twentieth-century foundational works of
American literature, including how two or more texts from the same period treat similar themes or topics").
b.
Apply grades 1112 Reading standards to literary nonfiction (e.g., "Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works
of public advocacy [e.g., The Federalist, presidential addresses]"). (11-12.W.9)
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. (11-12.W.10)
6.
Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career
readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. (11-12.L.6)

KEY THEMES/QUESTIONS
List the key themes/questions that are guiding this unit:
How does the process of writing a research paper work? What are steps to take in creating an MLA formatted, annotated bibliography? How can we
take our sentences to the academic level? What topics are appropriate for a research paper? Lets talk about the writing process; how can we make it
work for you? What are research questions? How can we incorporate rhetorical devices, appeals, and argument components in the research paper?

ASSESSMENT
List the assessments that will be used to gauge student learning. This may include traditional quizzes or exams, as well as major learning activities such
as simulations, labs, etc.
Students will be asked to keep all papers associated with the process to be turned in at the end of the unit in a portfolio. (I am debating whether or not
to have them present on their topics at the end of the process as well)

RESOURCES/MATERIALS
List all resources (copyrighted or otherwise) that you will need to teach this unit. This should be a comprehensive list of all resources you will need to
create or borrow (including textbook chapters, additional readings, videos, power points and teaching notes, handouts, assessments, etc.)

I am not really sure what I will need to be honest. I do want to incorporate the Tedtalk entitled, Marshmallow Challenge, as a way to get
students to think about the writing process needing them to just write a first draft and keep revising until it becomes what they set out for
in the beginning. I know I will need power point presentations to work through components of the research paper, as well as handouts and
note-takers that explicitly ask for items and helps them outline their first draft.

Unit Calendar
MONDAY

TUESDAY

WEDNESDAY

THURSDAY

Research Paper
Introduction
Choose topic
Decide purpose and
audience

How to create and turn in a

formal research paper
proposal

What sources are good

sources?
Begin working bibliography
And start honing in on a
thesis statement by
reading through sources.
Use what we learned about
Toulmin Argument, the
three appeals, logical
fallacy, and rhetorical
devices. First, see if you
have used them and infuse
what is missing into the
outline

Resource Day

The writing process is

something made of
diving in a little blind and
refining your drafts as
you get more
information.
from it that includes the
thesis statement

Come to class with a

revised copy of your peer
reviewed draft. We will
spend this week
tweaking

Lets just write a draft using

the annotated
bibliography, thesis and
brain
Look at first draft and
highlight key points
Then create an outline
Reorganize. Use all
annotated sources to fill in
the gaps of the outline.
Writing Day
This is your chance to work
with me and other
students to hone your craft

Working Day
Tie up loose ends
Type everything out, add
final sources

FRIDAY
Annotated
bibliographies

Lets talk about academic

language versus everyday
language, changing some
of your sentences into
more formal compositions

Turn in a draft to be
looked at by a peer to
check that you have all
components required.

Working Day
Compile all materials into a
portfolio of your work

Portfolio due by the end

of the class period.
Finish it up.