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Pacing Guide
Implementation Guide
Unit 1: Making Evidence-Based Claims
Unit 1: Making Evidence-Based Claims
(16 Hours)
(16 Hours)
Overview
This unit develops students’ abilities to make evidence-based claims through activities based on a close reading of the Nobel Peace Prize Speeches of Rev. Dr. Martin Luther King, Jr. and President Barack Obama.
The unit activities are organized into five parts, each associated with sequential portions of text. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability. The unit intentionally separates the development of critical reading skills from their full expression in writing. A sequence of tools isolates and supports the progressive development of the critical reading skills. Parts 1-2 focus on making evidence-based claims as readers. Part 3 focuses on preparing to express evidence-based claims by organizing evidence and thinking. Parts 4 and 5 focus on expressing evidence-based claims in writing..
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials ALL CLICKABLE LINKS
Full Unit Plan
1) ELA 10 Developing Core Proficiencies, Unit 2A EBC Criteria Checklist I
2) ELA 10 Developing Core Proficiencies, Unit 2A EBC Criteria Checklist II
3) ELA 10 Developing Core Proficiencies, Unit 2A TCD Checklist
1) ELA 10 Developing Core Proficiencies, Unit 2A Evidence-Based Writing Rubric
2) ELA 10 Developing Core Proficiencies, Unit 2A Forming EBC Handout
3) ELA 10 Developing Core Proficiencies, Unit 2A Writing EBC Handout
1) ELA 10 Developing Core Proficiencies, Unit 2A Text - MLK
2) ELA 10 Developing Core Proficiencies, Unit 2A Text - Obama
1) ELA 10 Developing Core Proficiencies, Unit 2A Forming EBC
2) ELA 10 Developing Core Proficiencies, Unit 2A Forming EBC Model - MLK
3) ELA 10 Developing Core Proficiencies, Unit 2A Making EBC
4) ELA 10 Developing Core Proficiencies, Unit 2A Making EBC Models (1) - MLK
5) ELA 10 Developing Core Proficiencies, Unit 2A Making EBC Models (2) - MLK
6) ELA 10 Developing Core Proficiencies, Unit 2A Organizing EBC (2 Pts)
7) ELA 10 Developing Core Proficiencies, Unit 2A Organizing EBC (3 Pts)
8) ELA 10 Developing Core Proficiencies, Unit 2A Organizing EBC Models - Obama
9) ELA 10 Developing Core Proficiencies, Unit 2A Written EBC
10) ELA 10 Developing Core Proficiencies, Unit 2A Written EBC Model - Obama
11) ELA 10 Developing Core Proficiencies, Unit 2A Written EBC Model - Obama, MLK
Part 1: Understanding Evidence-Based Claims
Part 1: Understanding Evidence-Based Claims
Overview
Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.
The teacher presents the purpose of the unit and explains the skill of making EBCs.
Students independently read part of the text with a text-dependent question to guide them.
Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.
The teacher models a critical reading and thinking process for forming EBCs about texts.
This Topic is estimated to take 2-3 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Materials
Forming EBC Handout
Forming EBC Tool EBC
Criteria Checklist I
Making EBC Tool
Lessons
Lesson 1: Introduction to the unit (combine with lesson 2)
Part 2: Making Evidence-Based Claims
Part 2: Making Evidence-Based Claims
Overview
Students develop the ability to make evidence-based claims through a close reading of the text.
Students independently read part of the text and look for evidence to support a claim made by the teacher.
Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.
In pairs, students look for evidence to support claims made by the teacher.
The class discusses evidence in support of claims found by student pairs. • In pairs, students make an EBC of their own and present it to the class.
This Topic is estimated to take 2-3 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials
Making EBC Tool
Forming EBC Handout
Forming EBC Tool EBC
Criteria Checklist I
TCD Checklist
Lessons
Lesson 1: Independent reading and finding supporting evidence
Lesson 2: Read aloud and Class discussion
Lesson 3: Find Supporting Evidence in Pairs
Part 3: Organizing Evidence-Based Claims
Part 3: Organizing Evidence-Based Claims
Overview
Students expand their ability into organizing evidence to develop and explain claims through a close reading of the text.
Students independently read part of the text and make an EBC.
Students follow along as they listen to part of the text being read aloud.
The teacher models organizing evidence to develop and explain claims using student EBCs.
In pairs, students develop a claim with multiple points and organize supporting evidence.
The class discusses the EBCs developed by student pairs.
This Topic is estimated to take 2-3 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials
Organizing EBC Tool
Forming EBC Tool
EBC Criteria Checklist I
Lessons
Lesson 1: Independent Reading and Forming EBC's
Lesson 3: Model Organizing EBC's
Part 4: Writing Evidence-Based Claims
Part 4: Writing Evidence-Based Claims
Overview
Students develop the ability to express evidence-based claims in writing through a close reading of the text.
Students independently review the text and develop an EBC.
The teacher introduces and models writing EBCs using a claim from Part 3.
In pairs, students write EBCs using one of their claims from Part 3.
The class discusses the written EBCs of volunteer student pairs.
The class discusses their new EBCs and students read aloud portions of the text.
Students independently write EBCs.
This Topic is estimated to take 2-3 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.9-10.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Materials
Writing EBC Handout
Forming EBC Tool
Organizing EBC Tool
EBC Criteria Checklist II
TCD Checklist
Lessons
Lesson 1: Intendent Reading and Making EBC's
Lesson 3: Writing EBC's in Pairs
Lesson 4: Class Discussion of Written EBC's
Part 5: Developing Evidence-Based Writing
Part 5: Developing Evidence-Based Writing
Overview
Students develop the ability to express global evidence-based claims in writing through a close reading of the text.
Students review the entire text and make a new EBC.
The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs.
Students discuss their new claims in pairs and then with the class.
Students independently write a final evidence-based writing piece.
The class discusses final evidence-based writing pieces of student volunteers.
This Topic is estimated to take 2-3 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.9-10.9b: Draw evidence from literary or informational texts to support analysis, reflection, and research.
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
Materials
Forming EBC Tool
Organizing EBC Tool
Writing EBC Handout
EBC Criteria Checklist II
Evidence-Based Writing Rubric
Lessons
Lesson 1: Independent Reading and Making EBCs
Lesson 2: Class Discussion of Global EBC's
Lesson 3: Pairs Discuss their EBC's
Step Up Aligned Writing Lessons and Resources for Unit
Module 2: Rhetoric and Word Choice to Develop Ideas and Claims - Struggle for Human Rights
Module 2: Rhetoric and Word Choice to Develop Ideas and Claims - Struggle for Human Rights
(40 Hours)
(40 Hours)
Overview
In this module, students read, discuss, and analyze poems and informational texts focusing on how authors use rhetoric and word choice to develop ideas or claims about human rights. Students also explore how nonfiction authors develop arguments with claims, evidence, and reasoning. Module 10.2 builds upon the key protocols and routines for reading, writing, and discussion that were established in Module 10.1. Although these protocols are introduced in the ninth grade modules and spiral through the first tenth grade module of this curriculum, this module provides sufficient support for teachers who are implementing the routines for the first time. Module 10.2 is comprised of three units, referred to as 10.2.1, 10.2.2, and 10.2.3, respectively. Each of the module texts is a complex work with multiple central ideas and claims that complement or echo the central ideas and claims of other texts in the module. The texts in this module offer rich opportunities to analyze authorial engagement with the struggle for human rights and to consider how an author’s rhetorical choices advance purpose.
In 10.2.1, students read Martin Luther King, Jr.’s “Letter From Birmingham Jail,” focusing on how King develops his argument for universal acceptance of equal human rights. Students also analyze how King uses rhetoric to advance his purpose. Alongside King’s letter, students read poems by Rabindranath Tagore (the first Indian to win a Nobel Prize in 1913), Iranian poet Ahmad Shamlu, and Alice Walker, exploring non-US and feminist perspectives on the human rights movement. In 10.2.2, students engage with Julia Alvarez’s evocation of the struggle to memorialize the horrors of the Trujillo dictatorship in the Dominican Republic through her mother’s eyes in “A Genetics of Justice.” Alongside Alvarez’s elegiac prose, students encounter Mark Memmott’s more journalistic approach to consider how each author emphasizes different details in their portrayal of Rafael Trujillo. In the final unit, 10.2.3, students encounter three documents focusing on human rights: The Universal Declaration of Human Rights, adopted by the United Nations in 1948, Eleanor Roosevelt’s “On the Adoption of the Universal Declaration of Human Rights,” and Malala Yousafzai’s “Address to the United Nations Youth Assembly,” which she delivered in July 2013. Each document demonstrates uses of rhetoric to advance purpose and specific claims related to human rights. Each unit culminates with an assessment that provides scaffolding for the Module Performance Assessment, in which students compose a multi-paragraph response to examine how authors from each unit advance a common purpose through structure, rhetoric, or specific word choices.
Standards
RL.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.10 By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
W.9-10.9 Draw evidence from literary or informational texts to support analysis, reflection, and research.
a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).
b. Apply grades 9–10 Reading standards to literary non-fiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).
SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Literacy Skills and Habits
Read closely for textual details.
Annotate texts to support comprehension and analysis.
Engage in productive evidence-based conversations about text.
Use rubrics for self-assessment and peer review of writing.
Generate and respond to questions in scholarly discourse.
Independently preview text in preparation for supported analysis.
Present information, findings, and supporting evidence clearly, concisely, and logically.
Unit 1: The Cup of Endurance Runs over
Unit 1: The Cup of Endurance Runs over
Overview
In this unit, students read Martin Luther King’s “Letter From A Birmingham Jail” alongside three short poems, focusing on how King develops his argument for direct action on civil rights. Students will begin to analyze how central ideas emerge and develop in the letter and determine how King uses rhetoric to advance his point of view and purpose. Poems by Rabindranath Tagore, the first Indian to win a Nobel Prize in 1913, Iranian poet Ahmad Shamlu and Alice Walker offer a counterpoint to King’s work, providing non-US and feminist perspectives on the human rights movement.
Learning Targets and Standards
RL.9-10.2 Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RL.9-10.4 Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RL.9-10.6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
RI.9-10.3 Analyze how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.4 Determine the meaning of words and phrases as they are used in a text, including figurative, connotative and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g. how the language of a court opinion differs from that of a newspaper).
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Lessons ** Clickable Links*
Lesson 6: Different Authors, Different Times, and the Truth About Oppression
Lesson 8: Using Rhetoric to Advance Argument around Civil Disobedience
Lesson 20: Unit Assessment: Refining Claims to Advance One's Purpose
Unit 2: No Flies into a Closed Mouth
Unit 2: No Flies into a Closed Mouth
Overview
In this unit, students engage with Julia Alvarez’s autobiographical essay, “A Genetics of Justice,” continuing to build skills for close reading and analysis as well developing their understanding of the concept of human rights as represented in literary nonfiction. Students encounter Alvarez’s evocation of the struggle to memorialize the horrors of the Trujillo dictatorship in the Dominican Republic in “A Genetics of Justice” alongside Mark Memmott’s more journalistic approach to the topic in “Remembering To Never Forget” in order to consider how authors present details to develop different portrayals of Trujillo .
Learning Targets and Standards
RI.9-10.2 Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
RI.9-10.3 Analyze how an author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account
Lessons *Clickable links*
Lesson 5: Mid-Unit Assessment: Tracing the Development of a Claim
Lesson 10: Unit Assessment: No flies fly into a closed mouth.
Unit 3: To Lift Men Everywhere to a Higher Standard of Life
Unit 3: To Lift Men Everywhere to a Higher Standard of Life
Overview
In this unit, students encounter three documents focusing on human rights: The Universal Declaration of Human Rights, adopted by the United Nations in 1948; Eleanor Roosevelt’s “On the Adoption of The Universal Declaration of Human Rights”; and Malala Yousafzai’s “Address to the United Nations Youth Assembly,” which was delivered in July 2013. Each document uses rhetoric to further specific claims related to the broad topic of human rights.
Throughout the unit, students continue to practice their writing skills while developing their ability to analyze an author’s arguments. Students delineate arguments by identifying claims and evaluating the quality of evidence and reasoning authors use to support those claims. In addition to reading and writing, students participate in civil and productive conversation..
Learning Targets and Standards
RI.9-10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9-10.9 Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
W.9-10.9.b Draw evidence from literary or informational texts to support analysis, reflection, and research. b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning).
SL.9-10.1.a-e Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts and issues, building on others’ ideas and expressing their own clearly and persuasively.
Lessons *Clickable links*
Step Up Aligned Writing Lessons and Resources for Unit
Unit 3: Making EBC's about Literary Technique
Unit 3: Making EBC's about Literary Technique
(20 Hours)
(20 Hours)
Overview
This unit develops students’ abilities to make evidence-based claims about literary technique through activities based on a close reading of Ernest Hemingway’s “The Short Happy Life of Francis Macomber.”
The unit activities are organized into fi ve parts, each associated with sequential portions of text. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability. The unit intentionally separates the development of critical reading skills from their full expression in writing. A sequence of tools isolates and supports the progressive development of the critical reading skills. Parts 1-2 focus on making evidence-based claims as readers. Part 3 focuses on preparing to express evidence-based claims by organizing evidence and thinking. Parts 4 and 5 focus on expressing evidence-based claims in writing.
Standards
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.
RL.6: Assess how point of view or purpose shapes the content and style of a text.
SL.9-10.1: Initiate and participate e5ectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the e5ective selection, organization, and analysis of content.
Materials
Materials ALL CLICKABLE LINKS
Complete Unit Plan
ELA 10 Developing Core Proficiencies, Unit 2B Forming EBC Model - Dickinson
ELA 10 Developing Core Proficiencies, Unit 2B Making EBC Model - Dickinson
ELA 10 Developing Core Proficiencies, Unit 2B Organizing EBC (2 Pts)
ELA 10 Developing Core Proficiencies, Unit 2B Organizing EBC (2 Pts) Model - Dickinson
ELA 10 Developing Core Proficiencies, Unit 2B Organizing EBC (3 Pts)
ELA 10 Developing Core Proficiencies, Unit 2B Written EBC Model - Dickinson
Topic 1: Understanding Evidence Based Claims
Topic 1: Understanding Evidence Based Claims
Overview
Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.
The teacher presents the purpose of the unit and explains the skill of making EBCs.
Students independently read part of the text with a text-dependent question to guide them.
Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.
The teacher models a critical reading and thinking process for forming EBCs about texts.
This Topic is estimated to take 3 days.
Standards
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.
RL.6: Assess how point of view or purpose shapes the content and style of a text.
SL.9-10.1: Initiate and participate e5ectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials
Forming EBC Lit Handout
Forming EBC Tool
EBC Criteria Checklist I
Making EBC Tool
Lessons
Lesson 1 - Introduction to the Unit
Topic 2: Making Evidence Based Claims
Topic 2: Making Evidence Based Claims
Overview
Students develop the ability to make evidence-based claims through a close reading of the text.
Students independently read part of the text and look for evidence to support a claim made by the teacher.
Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.
In pairs, students look for evidence to support claims made by the teacher.
The class discusses evidence in support of claims found by student pairs.
In pairs, students make an EBC of their own and present it to the class.
This Topic is estimated to take 3 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.
RL.6: Assess how point of view or purpose shapes the content and style of a text.
SL.9-10.1: Initiate and participate e5ectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials
Making EBC Tool
Forming EBC Lit Handout
Forming EBC Tool
EBC Criteria Checklist I
TCD Checklist
Lessons
Lesson 1: Independent Reading and Finding Supporting Evidence
Lesson 2: Read Aloud and Class discussion
Lesson 3: Find Supporting Evidence in Pairs
Topic 3: Deepening Understanding
Topic 3: Deepening Understanding
Overview
Students expand their ability into organizing evidence to develop and explain claims through a close reading of the text.
Students independently read part of the text and make an EBC.
Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions.
The teacher models organizing evidence to develop and explain claims using student EBCs.
In pairs, students develop a claim with multiple points and organize supporting evidence.
The class discusses the EBCs developed by student pairs.
This Topic is estimated to take 3 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.
RL.6: Assess how point of view or purpose shapes the content and style of a text.
SL.9-10.1: Initiate and participate e5ectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials
Organizing EBC Tool
Forming EBC Tool
Forming EBC Lit Handout EBC
Criteria Checklist I
Lessons
Lesson 1: Independent Reading and Forming EBCs
lesson 2: Read Aloud and Class Discussion
Lesson 3: Model Organizing EBC's
Topic 4: Writing Evidence Based Claims
Topic 4: Writing Evidence Based Claims
Overview
Students develop the ability to express evidence-based claims in writing through a close reading of the text.
Students independently read the rest of the text and develop an EBC.
The teacher introduces and models writing EBCs using a claim from Part 3.
In pairs, students write EBCs using one of their claims from Part 3.
The class discusses the written EBCs of volunteer student pairs.
The class discusses their new EBCs and students read aloud portions of the text.
Students independently write EBCs.
This Topic is estimated to take 3 days.
Standards
RL.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
W.9-10.9a: Draw evidence from literary or informational texts to support analysis, re9ection, and research.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
RL.9-10.3: Analyze how complex characters (e.g., those with multiple or con9icting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
RL.9-10.5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, 9ashbacks) create such e5ects as mystery, tension, or surprise.
RL.6: Assess how point of view or purpose shapes the content and style of a text.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the e5ective selection, organization, and analysis of content.
Materials
Writing EBC Handout
Forming EBC Tool
Organizing EBC Tool
EBC Criteria Checklist II
TCD Checklist
Lessons
Lesson 1: Independent Reading and Making EBCs
Lesson 3: Writing EBCs in pairs
Lesson 4: Class Discussion and Written EBCs
Topic 5: Developing Evidence-Based Writing
Topic 5: Developing Evidence-Based Writing
Overview
Students develop the ability to express global evidence-based claims in writing through a close reading of the text.
Students review the entire text and make a new EBC.
The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs.
Students discuss their new claims in pairs and then with the class.
Students independently write a final evidence-based writing piece. • The class discusses final evidence-based writing pieces of student volunteers.
This Topic is estimated to take 3 days.
Standards
Materials
Forming EBC Tool
Organizing EBC Tool
Writing EBC Handout
EBC Criteria Checklist II
Evidence-Based Writing Rubric
Lessons
Lesson 1: Independent Reading and Making EBCs
Lesson 2: Class discussion of global EBCs
Lesson 3: Pairs discuss their EBCs
Unit 4: Literature Choice Unit (40 Days)
Unit 4: Literature Choice Unit (40 Days)
To build upon the previous core proficiency unit, please provide a unit for students to practice the work of literary technique by selecting literature text. Some choices are linked below.
The Joy Luck Club
The Palace Thief
Macbeth
The Prince
Fahrenheit 451
Sula
A Streetcar Named Desire
Unit 5: Building Evidence Based Arguments
Unit 5: Building Evidence Based Arguments
(17 hours)
(17 hours)
Overview
This unit develops students’ abilities to analyze arguments from a range of perspectives on the use balancing national security and citizens’ right to privacy. Students also learn to develop, write and revise their own evidence-based arguments.
The unit activities are organized into five parts, each associated with a sequence of texts and writing activities. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and re8ned by speci8c details; provide an objective summary of the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most signi8cant for a speci8c purpose and audience.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Materials ALL CLICKABLE LINKS
Complete Unit Plan
ELA 10 Developing Core Proficiencies, Unit 4 Delineating Arguments Tool- 3C
ELA 10 Developing Core Proficiencies, Unit 4 Delineating Arguments Tool- 4C
ELA 10 Developing Core Proficiencies, Unit 4 Forming EBC Tool
ELA 10 Developing Core Proficiencies, Unit 4 Model Argument, Baseball Sharks
ELA 10 Developing Core Proficiencies, Unit 4 Model Argument, Course Scheduling
ELA 10 Developing Core Proficiencies, Unit 4 Model Argument, Facebook
ELA 10 Developing Core Proficiencies, Unit 4 Model Argument, School Conflict
ELA 10 Developing Core Proficiencies, Unit 4 Model Argument, Twitter
Topic 1: Understanding the Nature of an Issue
Topic 1: Understanding the Nature of an Issue
Overview
Students apply their close reading skills to understand a societal issue as a context for various perspectives, positions, and arguments.
The teacher presents an overview of the unit and its societal issue.
Students read and analyze a background text to develop an initial understanding of the issue.
Students read and analyze a second background text to expand and deepen their understanding of the issue.
Students develop text-dependent questions and use them to deepen their analysis.
Students develop and write an evidence-based claim about the nature of the issue.
This Topic is estimated to take 3-4 days.
Standards
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and re8ned by speci8c details; provide an objective summary of the text.
RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
Materials
Text Sets 1 and 2
Guiding Questions Handout
Forming EBC Tool
TCD Checklist
EBA Terms
Lessons
Lesson 1: Introducing the unit (combine with Lesson 2)
Lesson 3: Deepening understanding of the issue
Lesson 4: Questioning to refine understanding
Lesson 5: Writing an evidence-based claim about the nature of the issue
Topic 2: Analyzing Arguments
Topic 2: Analyzing Arguments
Overview
Students delineate and analyze the position, premises, reasoning, evidence and perspective of arguments.
The teacher introduces the concept of an argumentative position.
The teacher leads an exploration of the elements of argumentation.
Student teams read and delineate arguments.
The teacher leads an exploration of the concept of perspective.
Students analyze and compare perspectives in argumentative texts.
As needed, students read and analyze additional arguments related to the unit’s issue.
Students write short essays analyzing an argument.
This Topic is estimated to take 6 days.
Standards
RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.8: Delineate and evaluate the argument and speci8c claims in a text, assessing whether the reasoning is valid and the evidence is relevant and succinct; identify false statements and fallacious reasoning.
RI.9-10.9: Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content
Materials
Text Sets 3-5
Forming EBC Tool
Delineating Arguments Tool
Model Arguments
TCD Checklist
EBA Terms
Lessons
Lesson 1: Understand Argumentative Position
Lesson 2: Identifying Elements of an Argument
Lesson 3: Delineating Argumentation
Lesson 4: Understanding Perspectives
Lesson 5: Comparing Perspectives
Topic 3: Evaluating Arguments and Developing a Position
Topic 3: Evaluating Arguments and Developing a Position
Overview
Students evaluate arguments, determine which arguments they and most compelling, and synthesize what they have learned so far to establish their own position
Students evaluate arguments using objective criteria and their own developing perspective of the issue.
Students clarify their own emerging perspective and establish a position on the issue.
If needed, students conduct further research to help develop and support their position.
Students identify and write about an argument that supports their position.
Students identify and write about argument that opposes their position.
This Topic is estimated to take 3-4 days.
Standards
RI.9-10.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.8: Delineate and evaluate the argument and speci8c claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9-10.9: Analyze seminal U.S. documents of historical and literary signi8cance, including how they address related themes and concepts.
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and su'cient evidence.
W.9-10.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
Materials
Text Sets 3-5
Forming EBC Tool
Delineating Arguments Tool
EBA Criteria Checklist
TCD Checklist
EBA Terms
Lessons
Lesson 1: Evaluating Arguments
Lesson 2: Developing a Position
Lesson 3: Deepening Understanding
Topic 4: Organizing an Evidence-Based Argument
Topic 4: Organizing an Evidence-Based Argument
Overview
Students establish and sequence evidence-based claims as premises for a coherent, logical argument around a position related to the unit’s issue.
Students review their notes and analysis to find evidence to develop and support their position.
The teacher discusses logical models for building an argument for students to consider.
Students review and write a sequence of claims to use as premises in their argument.
Students determine evidence to support their premises.
Students review and revise their plans for writing with their peers.
This Topic is estimated to take 3-4 days.
Standards
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most signi8cant for a speci8c purpose and audience.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively
Materials
Forming EBC Tool
Organizing EBC Tool
Delineating Arguments Tool
TCD Checklist
EBA Terms
Lessons
Lesson 1: Identifying Supporting Evidence
Lesson 2: Determining a Logical Approach
Lesson 3: Developing and Sequencing claims as premises of the argument
Topic 5: Developing and Strengthening Writing Through a Collaborative, Question-Based Process
Topic 5: Developing and Strengthening Writing Through a Collaborative, Question-Based Process
Overview
Students use a collaborative process to develop and strengthen their writing in which they use clear criteria and their close reading skills in text-centered discussions about their emerging drafts. Students learn and practice a collaborative, question-based approach to developing and improving writing, using criteria from the unit and guiding questions to begin the drafting and revision process.
Students use the collaborative process to revise their writing with a focus on:
articulating their overall ideas with necessary information;
the unity of their initial drafts, coherence among their ideas and information, and logic of their organizational sequence;;
their selection, use, and integration of evidence
the effectiveness of the connections and transitions they have made, and their use of transitional phrases
the quality and variety of their sentences, the clarity of their vocabulary, and the impact of their word choices
writing conventions; â—Š producing a final quality product.
This Topic is estimated to take 7 days.
Standards
W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.9-10.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most signi8cant for a speci8c purpose and audience.
W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials
Evidence-Based Writing Rubric
Connecting Ideas Handout
Organizing EBC Tool
EBA Criteria Checklist
TCD Checklist
EBA Terms
Lessons
Lesson 1: Strengthening writing collaboratively: Principles and Processes
Lesson 2: Focus on Content: Information and Ideas
Lesson 3: Focus on Organization: Unity, Coherence, and Logical Sequence
Lesson 4: Focus on Support: Integrating and Citing Evidence
Lesson 5: Focus on Linkages: Connections and Transitions
Lesson 6: Focus on Language: Clarity and Impact
Lesson 7: Focus on Conventions: Punctuation, G5rammar, and Spelling
Lesson 8: Focus on Publication: Final Editing and Formatting
Unit 6: Researching to Deepen Understanding
Unit 6: Researching to Deepen Understanding
(24 hours)
(24 hours)
Overview
This unit develops students’ abilities to analyze arguments from a range of perspectives on the use balancing national security and citizens’ right to privacy. Students also learn to develop, write and revise their own evidence-based arguments.
The unit activities are organized into five parts, each associated with a sequence of texts and writing activities. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability.
Standards
Materials ALL CLICKABLE LINKS
Complete Unit Plan
ELA 9-10 Developing Core Proficiencies, Unit 3 Assessing Sources Handout
ELA 9-10 Developing Core Proficiencies, Unit 3 Connecting Ideas Handout
ELA 9-10 Developing Core Proficiencies, Unit 3 Forming EBC Handout
ELA 9-10 Developing Core Proficiencies, Unit 3 Posing Inquiry Questions
ELA 9-10 Developing Core Proficiencies, Unit 3 Research Critera Matrix
ELA 9-10 Developing Core Proficiencies, Unit 3 Writing EBC Handout
ELA 9-10 Developing Core Proficiencies, Unit 3 Evidence-Based Perspective
ELA 9-10 Developing Core Proficiencies, Unit 3 Exploring a Topic
ELA 9-10 Developing Core Proficiencies, Unit 3 Exploring a Topic, Annotated
ELA 9-10 Developing Core Proficiencies, Unit 3 Exploring a Topic, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Exploring a Topic, Technology
ELA 9-10 Developing Core Proficiencies, Unit 3 Forming EBC, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Forming EBC, Technology
ELA 9-10 Developing Core Proficiencies, Unit 3 Organizing EBC 1pt
ELA 9-10 Developing Core Proficiencies, Unit 3 Organizing EBC 1pt, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Organizing EBC 1pt, Technology
ELA 9-10 Developing Core Proficiencies, Unit 3 Organizing EBC 2pt
ELA 9-10 Developing Core Proficiencies, Unit 3 Organizing EBC 2pt, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Organizing EBC 2pt, Technology
ELA 9-10 Developing Core Proficiencies, Unit 3 Organizing EBC 3pt
ELA 9-10 Developing Core Proficiencies, Unit 3 Potential Sources
ELA 9-10 Developing Core Proficiencies, Unit 3 Potential Sources, Annotated
ELA 9-10 Developing Core Proficiencies, Unit 3 Potential Sources, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Potential Sources, Technology
ELA 9-10 Developing Core Proficiencies, Unit 3 Research Evaluation
ELA 9-10 Developing Core Proficiencies, Unit 3 Research Frame
ELA 9-10 Developing Core Proficiencies, Unit 3 Research Frame, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Research Frame, Technology
ELA 9-10 Developing Core Proficiencies, Unit 3 Synthesizing EBC
ELA 9-10 Developing Core Proficiencies, Unit 3 Synthesizing EBC, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Synthesizing EBC, Technology
ELA 9-10 Developing Core Proficiencies, Unit 3 Taking Notes, Annotated
ELA 9-10 Developing Core Proficiencies, Unit 3 Taking Notes, Music
ELA 9-10 Developing Core Proficiencies, Unit 3 Taking Notes, Technology
Topic 1: Initiating Inquiry
Topic 1: Initiating Inquiry
Overview
Students learn how to conduct searches, assess and annotate sources, and keep an organized record of their findings. By the end of Part 2, students will have framed their inquiry and gathered their main body of research material.
This Topic is estimated to take 3-4 days.
Standards
Texts # 2-6
Potential Sources
Assessing Sources Handout
Taking Notes
Posing Inquiry Questions
Research Frame
Research Criteria Matrix
Materials
Texts #1-3
Student Research Plan
TCD Checklist
Exploring a Topic
Potential Sources
Area Evaluation Checklist
Posing Inquiry Questions
Research Criteria Matrix
Lessons
Lesson 2: Exploring A Topic (Continued)
Lesson 3: Conducting Pre-Searchers
Topic 2: Gathering Information
Topic 2: Gathering Information
Overview
This Topic is estimated to take 3-4 days.
Standards
Students learn the purposes and processes of using inquiry and research to deepen understanding. Students initiate inquiry on a topic through collaboratively generating questions to direct and frame research. By the end of Part 1, students will have chosen an Area of Investigation and developed Inquiry Questions.
Materials
Texts #1-3
Student Research Plan
TCD Checklist
Exploring a Topic
Potential Sources
Area Evaluation Checklist
Posing Inquiry Questions
Research Criteria Matrix
Lessons
Lesson 1: Planning for searchers
Lesson 3: Making and recording notes
Topic 3: Deepening Understanding
Topic 3: Deepening Understanding
Overview
Students analyze key sources through close reading to deepen their understanding and draw personal conclusions about their Area of Investigation. By the end of Part 3, students will have a series of evidence-based claims addressing each Inquiry Path of their Research Frame.
This Topic is estimated to take 3-4 days.
Standards
Materials
Texts # 7-10
Research Frame
Assessing Sources Handout
Forming EBC
Forming EBC Handout
EBC Criteria Checklist
Writing EBC Handout
Connecting Ideas Handout
Research Criteria Matrix
Lessons
Lesson 1: Selecting Key Sources
lesson 2: Reading Sources Closely
Topic 4: Finalizing Inquiry
Topic 4: Finalizing Inquiry
Overview
Students analyze and evaluate their material with respect to their Research Frame and rene and extend their inquiry as necessary. By the end of Part 4, students will have an analyzed body of research addressing their Research Frame from which to develop and communicate an evidence-based perspective on their Area of Investigation
This Topic is estimated to take 3-4 days.
Standards
Materials
Research Frame
Forming EBC
Organizing EBC
Synthesizing EBC
Connecting Ideas Handout
Research Evaluation
Research Criteria Matrix
Lessons
Topic 5: Developing and Communicating an Evidence-Based Perspective
Topic 5: Developing and Communicating an Evidence-Based Perspective
Overview
Students draw from their research and personal analysis to develop and communicate an evidence-based perspective. By the end of Part 5, students will have an organized body of research and have written an evidence-based perspective on their Area of Investigation to serve as a basis for a variety of purposes.
This Topic is estimated to take 3-4 days.
Standards
Materials
Research Frame
Organizing EBC
Synthesizing EBC
Evidence-Based Perspective
EBC Criteria Checklist
Connecting Ideas Handout
Research Criteria Matrix
Lessons
Lesson 1: Reviewing Research Portfolios
Lesson 2: Expressing an Evidence-Based Perspective
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