Documente Academic
Documente Profesional
Documente Cultură
Grade: 11th
Essential Questions:
Dear Readers,
Thank you for taking the time to review my Unit Plan. As you look through my unit plan, I hope
you will be able to notice the amount of time and effort I put into it in order to prove to myself
the work ethic I possess in my journey to becoming an effective teacher.
Through this assignment, I learned about the amount of effort that goes into creating a unit plan.
Choosing the topic for my unit plan proved to be the easiest part of the process for me. What
followed next were many revisions as I looked for texts and instructional activities that would be
both engaging and relevant. I learned that you may have exciting activities for your students, but
you should always ask yourself how are the activities relevant to the lesson. As a teacher, you
want to ensure that you are having your students complete tasks that relate to the learning targets
and Common Core Standards. By ensuring that activities align, the teacher is ensuring that
students are remaining focused and developing the skills that are deemed important by the state.
I use to believe that minimal effort had to be placed into curriculum planning due to the
resources available to teachers on the Internet. However, I quickly learned that that is not always
the case. As a teacher who knew the angle of their unit plan, I found it difficult to find other
curriculum guides that aligned completely with how I wanted to teach the lesson. I now realize
that as a teacher, many hours can go into planning an effective lesson that has been taught many
times. Depending on your students, you will find more text more effective than others. For
example, you will notice that I included OP-ED’s. As the years progress, the OP-ED’s used will
change in order to remain current with hot topics in society. My ideas about curriculum planning
have shifted to realizing the amount of effort and editing that comes along with creating good
curriculum. As you fully plan out your lesson, you may realize that some areas do not align.
Meaning, you will have to make corrections to parts in which you thought were already
complete. It is very helpful to have input from others in your subject area. I have bounced ideas
off of them and called one on occasions in order to ask if parts of my unit plan sounded engaging
or aligned with my learning targets.
This unit plan has both strengths and weaknesses. I believe the strengths this unit plan possesses
are the engaging instructional activities. Due to longer high school periods, I wanted to ensure
that students would be able to stay engaged throughout the class period. You will notice that
each period has both independent and group work components in order to allow for independent
critical thinking and working collaboratively. As for weaknesses, I believe that I could have had
a better variety of text. I used two texts from Martin Luther King, Jr. because these were the text
I found most effective in my learning when covering a similar unit in AP Language.
I hope that you will recognize the amount of effort I placed into this unit plan, and the abilities I
possess as a teacher candidate.
Sincerely.
Ashley Bason
Bason 3
Learning Targets:
Writing LT: Students will be able to (1) use reasoning to connect evidence back to claims and
anticipate and refute counterargumentsconnect evidence back to claims by using reasoning, and
(2) anticipate and refute counterarguments with counterclaims in order create organization and
logically advance their argument.
Rationale: When one wants to make an argument, it is important for them to be able to
establish a clear connection between their claim and the evidence they are using to
support the claim. When writing an Argumentative Essay, students need to be able to
advance their argument. In order to advance an argument, one has to be able to present
counterclaims and supporting evidence. However, the supporting evidence used needs to
be able to connect with the claim(s) to create organization and logically advance the
argument.
Grammar LT: Students will be able to use commas in order to create an organization that
logically connects ideas and introduces evidence in theircombines a direct quote with the name
of the speaker and additional speaker information, such as their profession, in writingthe writing
of their an Argumentative Essay.
CCSS.ELA-LITERACY.L.11-12.2
Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Digital Literacy LT: Students will be able to utilize digital media, such as Screencast-O-
Matic.com, YouTube, PowerPoint, or Prezi , and visual aids in order to create a Public Service
Announcement.
Bason 4
CCSS.RL11-12.5
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive
elements) in presentations to enhance understanding of findings, reasoning, and evidence
and to add interest.
Texts
LT # & Key Title, Author, & Genre Year Other Distinguishing
Word(s) Genre Characteristics1
LT1; Biblical “Letter From Letter 1963 Many biblical references,
References; Birmingham Jail” establishes a connection
Understanding (Dr. Martin Luther with his audience in a
Audience King, Jr.) unique way, room for
discussion about how to
use references within an
argumentative piece
LT1; Evidence; “I Have a Dream” Speech 1963 Use of historical
Understanding Speech (Dr. Martin references in order to
Audience; Luther King, Jr.) advance argument;
Imagery repetition of key phrases;
different punctuation
uses; multiple passages
with complex metaphors
LT1; LT2 “Twitter is sick. OP-ED 2018 Use of less formal
Claims; The prognosis is language; interesting
Counterclaims; grim.” (Christine introduction; asking
Persuading; Emba) reader rhetorical
Speaker questions; statistics
Information (evidence)
LT1: Evidence “Types of Evidence Informational n/a Explicitly explains four
in Persuasive/ Handout different types of
Argument Papers” evidence with examples;
easy to understand; can
be utilized as a quick fact
checking sheet while
writing paper
LT3: Imagery; “Nature Image n/a Image with minimal
visual aid; Conservancy” words and phrases;
Exploring (Kevin Kallaugher) students must draw their
Argument own conclusions based
off of image; message
about saving the
environment, but
contains many layers
1
How is this text different from the others in terms of genre (realistic fiction, dystopia, fantasy, etc.), form (chapter
books, poetry, short stories, plays, etc.), media, setting (location, time), or featuring authors and protagonists who
are culturally diverse (different from other texts in terms of race, class, age, language, body size, sexual orientation,
gender expression, or disability)?
Bason 6
IV. Assessment
Assessment Plan
LT Assessments
Include percentage of overall grade in unit (or “NG” if not graded),
assessment type – (in)formal, formative/summative – and brief
description.
Writing LT: Students
will be able to use
(10%) Argument Analysis Paper: Students will be able to
reasoning to connect
analyze MLK’s “I Have a Dream Speech,” in order to create
evidence back to
an essay in which they analysis how he constructed his
claims and anticipate
argument. (Formative)
and refute
Summative Assessment (see below)
counterargumentsconn
ect evidence back to
claims by using
reasoning, and
anticipate and refute
counterarguments with
counterclaims in order
create organization
and logically advance
their argument.
Grammar LT:
Students will be able
(NG) Exit Slip: Student will be able to demonstrate their
to use commas in
understanding of comma placement by completing an Exit
order to create an
Slip. (Informal)
organization that
o Directions: Using the blank space below, revise the
logically connects
following sentence, which may be found in an
ideas and introduces
Argumentative Essay. Be sure to include
evidence in
punctuation. Finally, in one to two sentences
theircombines a direct
explain your comma placements.write a sentence
quote with the name
that may be found in an Argumentative Essay. Be
of the speaker and
sure to include proper punctuation. Finally, in one
additional speaker
to two sentences, explain your comma placements.
information, such as
their profession, in
writingthe writing of
their an
Argumentative Essay.
Digital Literacy LT:
Students will be able
(10%) Creation of MLK Screencast: Students will be able
to utilize digital
to demonstrate their understanding of the screencast software
media, such as
by creating an MLK Screencast. (formal; formative
Screencast-O-
Bason 8
*The above Assessment Plan calculates to a total of 65% of the unit grade. The remainder 35%
will be divided among the “Homework” and “Classwork” grades.
Homework Grades:
Homework Assignment (5%): Students will create two outlines: (1) MLK Argument
Analysis Paper, and (2) MLK Screencast-O-Matic.
Homework Assignment (10%): Students will bring in a completed rough draft of (1)
their MLK Argument Analysis Paper, and (2) PSA in order for their classmates to be able
to help them with revisions.
In this unit, we have discussed how to formulate a coherent argument. We have discussed the
difference between claims and counterclaims. Claims are arguable statements, and counterclaims
as well as supporting evidence helps build the author’s credibility and advance the argument. We
have also examined how to employ figurative language (metaphors, similes, personification, etc.)
and utilize digital media and visual aids in order to appeal to our audiences’ various senses.
As we conclude our lesson, you will have the opportunity to utilize the skills learned and create a
Public Service Announcement.
You will choose one controversial topic from the OP-ED section of “The Baltimore Sun,” or
another online newspaper website, and create a Public Service Announcement (PSA) in which
you argue for or against the presented issue. You have three options on how you may present
your PSA:
All presentations should be between 3-5 minutes. There will be a penalty if your presentation
is under three (3) minutes. You will be graded on provided materials: hard copy of speech (1 ½
page minimum), uploaded media file, or submitted visual aid.
Schedule:
V. Unit Calendar
Week One
7. (10mins) Independent
Work: Students will
begin to work on the
outline for the MLK
Argument Analysis
paper
Bason 12
Week Two
HW: Complete a rough draft HW: Bring in the final copy of HW: Bring in completed
for your Argument Analysis your Argument Analysis paper outline for Screencast-O-
paper by next class. next class. Matic assignment next class
Week Three
HW: Students will need to HW: (none) HW: Bring art supplies to next
email Ms. Bason their class
finished Screencast by
11:59pm on Thursday.
Week Four
HW: Bring needed supplies to HW: Bring a completed draft HW: Email all required
work on PSA in class of project to class tomorrow; if material to Ms. Bason by
visual aid includes gluing, 11:59pm. If your PSA is a
pasting, etc. of items then you poster board or file that cannot
may just bring in items and be attached, you must email a
layout how your presentation picture of your completed
should look project to Ms. Bason by
11:59pm on Sunday.
Bason 19
Week Five
1. (90mins): 1. 1. (90mins):
Presentations: Presentations: During
During the the presentations,
presentations, students will be
students will be taking notes about the
taking notes about effectiveness of each
the effectiveness of PSA announcement.
each PSA At the end of each
announcement. At presentation, students
the end of each will write “yes” if
presentation, they were persuaded,
students will write and “no” if they were
“yes” if they were not persuaded.
persuaded, and “no”
if they were not
persuaded.
Bason 20
Works Cited
Emba, Christine. “Twitter is sick. The prognosis is grim.” The Washington Post, 2 Mar. 2018,
https://www.washingtonpost.com/opinions/twitter-is-sick-the-prognosis-is-
grim/2018/03/02/a79eeb76-1e54-11e8-9de1-
147dd2df3829_story.html?noredirect=on&utm_term=.fac3d3b85c79
exhibits/dream-speech.pdf
“Letters from Birmingham Jail [King, Jr.].” African Studies Center—University of Pennsylvania,
n.d. https://www.africa.upenn.edu/Articles_Gen/Letter_Birmingham.html
n.d.,https://valenciacollege.edu/wp/cssc/documents/TypesofEvidencein
PersuasiveFINAL.pdf
Special Thanks:
I would like to thank my SCED 357 professor and classmates for helping me with the