S1+Lane,+William

=Stage 1 - Identify Desired Results= B3: Writing: Argument/Analysis Grade: 9-Diploma Students write academic essays that structure ideas and arguments in a sustained and logical fashion. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results: English Language Arts

//What understandings are desired?//
•one must outline their argument before writing it. •facts leading an argument need to be put into a logical order. ||
 * **//Students will understand that://** **(U)** ||
 * •a strong thesis is necessary to formulate an argument.

//What essential questions will be considered?//
•Why does a student have to outline their argument? •How does one figure out the logical arrangement of facts for their argument? ||
 * **Essential Questions:** **(Q)** ||
 * •How could a student form a strong thesis?

//What key knowledge and skills will students acquire as a result of this unit?//
•Key Factual Information: Proof, examples, fact, counter-argument, persuasion. •Sequences and Time-lines: Order of facts, logical order of paper/thesis. || •Justify the argument with a strong thesis. •Illustrate the argument by outlining it first. •Create a strong thesis that will support the argument. •Argue facts by placing them in a logical order. •Consider the logical order of facts while writing the argument. •Self-assess the argument by outlining it. ||
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * •Terminology: Thesis, argument, logic, outline, counter-argument, conclusion, point.


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**