Field karen stage3
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This unit plan is designed to teach 10th grade students how to write a persuasive argument. Over three weeks, students will analyze the short story "Everyday Use" to understand rhetorical devices. They will then debate which character should receive a quilt using logical, emotional, or ethical appeals. Next, students will write their own argument for why a cultural artifact of their choice should be displayed in a museum, receiving feedback from peers. The unit aims to help students learn how to effectively structure and support an argument.
![Karen Field<br />FRIT 7430 Instructional Design<br />Stage 3, Understanding by Design<br />Summer 2010<br />,[object Object],Stage 3 Scoring Rubric<br /> (0 Points) (2-3 Points) (4-5 Points)Your ScoreDoes not clearly communicate WHERETO for learning activitiesFails to provide a pretest for learners.Codes some learning activities with WHERETOClearly codes each activity with WHERETOIncludes a pretest to check for prerequisite skills and knowledge.Alignment is not demonstrated between instructional strategies, standards, and understandings of the unit.There is evidence of alignment between some of the instructional strategies, standards, and understandings of the unit.Alignment is clearly demonstrated between instructional strategies, standards, and understandings of the unit.Matches all essential questions, understandings, skills, and knowledge with a corresponding instructional strategy. Instruction has one global starting point for all learners.No evidence of an attempt at differentiationUtilizes Gardner’s strategy to provide different “Entry Points.”Evidence of an attempt at differentiation existsUtilizes Gardner’s strategy to provide different “Entry Points” to meet the needs of all types of intelligences. Clear plan for differentiationFails to provide opportunities for students to RETHINK ideas, REFLECT, and to REVISE work.Provides opportunities for students to RETHINK big ideas, REFLECT on progress, and REVISE their work.Provides numerous opportunities for students to RETHINK big ideas, REFLECT on progress, and to REVISE work.(0 Points)(1 Points)(3 Points)Does not indicate the use of technology in a meaningful wayIncludes the use of technologyIncludes the use of technology in a meaningful way. “Off the shelf” resources are properly referenced (0 Points)(1 Points)(2 Points)Assignment is not organizedAssignment Instructions not followedSeveral errors in grammar and form, which distracted the readerAssignment somewhat organizedMost assignment instructions followedA few errors in grammar and form which distracted the reader Assignment is organizedAssignment Instructions followedNo errors in grammar or form that distracted the reader. Your Total Score /25<br />](https://image.slidesharecdn.com/fieldkarenstage3-100909185836-phpapp02/85/field-karen-stage3-1-320.jpg)
