Erin Parr TE 408- Macaluso

Rationale for TFiOS Argument Writing Final Assessment:

There is a lot of thought that must go into imagining about how a 9th grade English Language Arts unit can incorporate argument as a final writing assessment. Let me first paint you a picture of the way I envision my class and its goals fitting in with the context of the school and community: My classroom is in a suburban area high school with a decent amount of cultural/racial diversity, though not overwhelmingly so. I teach a general-education class, where students abilities range from both high and low competency levels. Because of this, it is important that I incorporate a variety of activities and assignments so that my classroom is more authentic, dynamic, purposeful, and fulfilling for both students and teachers. Doing so requires [me] to think of alternatives to what is conventional, (Smagorinsky 72). By creating a dynamic classroom using many creative assignments, both conventional and unconventional, I will be able to reach a multitude of learning styles and abilities. As a result, my students will be well served and experienced in dealing with a wide spectrum of activities and perspectives. Of course, these differentiated assignments and activities are only meaningful if they are utilized to reach a larger course goal. Whats more is that effective instruction requires a purpose and meaningful context that establishes not only what but why students must learn the assigned materials, (Burke 270). It is essential for me to think about the context of the experiences my particular students have had, and how I can explain that we, as a class, will apply these different experiences to reach a common goal. Keeping in mind that the first year of high school can be overwhelming, I want students to see my classroom as an outlet through which they can use our units and learning as a way to figure out the individuals they are all becoming as adolescents. Therefore, the overall goal of this course aims for students to examine how characters in literature develop their own sense of identity in many different ways. Furthermore, students should be able to demonstrate their deeper explorations and understandings of the multiple genres of texts we read, write, and create throughout the year. My hope is that students will leave my class at the end of the year having learned a lot about themselves and each other along the way. Even though many educators may not agree with me, I feel strongly about bringing Young Adult Literature into English classrooms. First of all, involving contemporary literature at some point within the curriculum of an entire year is a great way to switch from the expected, canonical texts that have been taught for decades. In addition, I believe that students can feel a greater sense of connections to the characters in these novels, specifically in John Greens The Fault in Our Stars. The main characters in this particular story are around the same age as most freshmen or sophomores in high school, and they are encountering some of the same experiences my students will have during adolescence as well. Although students may also be able to relate to feelings or emotions in classic texts such as Romeos love for Juliet in William Shakespeares famous tragedy, it will be easier for students to put themselves in the present context of TFiOS, resulting in a more thorough involvement and desire to engage with the text. In addition to creating

Erin Parr TE 408- Macaluso more relatability, TFiOS includes a variety of references to other texts and literature, including Romeo and Juliet. That is why I am going to set this particular unit directly after our Shakespeare unit, as I believe students will appreciate the allusions and connectivity between the two love stories. If I teach this unit effectively, students will have the same knowledge about the benefits of studying YA Literature. This will lead them to excel with the writing of the argument assignment, which is the overall TFiOS unit assessment. So, how is the argument writing assessment for this unit effective? First of all, the writing of any argument requires students to acquire and form a different kind of writing practice. Students must be able to think critically about a specific idea, question that idea, and then make a claim about it. For this particular assignment, students are asked to write an interpretive argument as to what the central idea or ideas of a text are, and then, evaluate those ideas, (Smith et al., 100). Not only does this task demand that students take a closer look at the central themes and issues presented in TFiOS, but it also ensures that they have evidential support for claims they may make about the novel in general. By adding a second dimension to this argument assignment by having them also defend the use of YA Lit in the classroom to their own parents or administration, students are challenged to dig even deeper and use valid evidence to reach an audience that seems to be real. Furthermore, by creating this aspect of reality in their assignment, students may become more motivated to back up their claims. Incorporating a real audience makes the assignment goal more specific, where writing in response to a specific task must meet particular expectations, depending on what the composition is designed to accomplish with specific readers, (Smagorinsky et al., 185). With a distinct explanation of the scope of readers the students are writing to, they are much more likely to meet the expectations of the assignment and get the grade they deserve. Also, because students have the option to write to the administration or their parents in the form of a regular paper or as a letter, they will have a sense of ownership for their writing. Letting students decide between the two style alternatives allows them the freedom to choose between the conventional and unconventional. Throughout the whole unit, students will use the writing skills they have acquired in the past and continue to build upon these skills to write in new ways. This will happen as we look at multiple examples of argument writing together and reproduce similar work. One of the clearest ways to define brush strokes for students is by showing models and having them imitate, (Noden 5), so it is very important for me to show the students a range of argument essays with varying strengths, styles, and forms that they can echo in their own writing assignments. The knowledge my students will acquire through arguing for YA Literature and defending the important themes and central ideas within The Fault in Our Stars will be extremely valuable when leaving my class and entering their next year of high school. This assessment also speaks to my course goal overall, which comprises of students careful evaluation of central themes in the texts they read to speak to their own identities. I am confident that with the proper execution of this unit, students will have gained the skills and tools necessary to write arguments at a more advanced level.

Erin Parr TE 408- Macaluso

Scope & Sequence of Class-Prep Work for Assessment:

These 9th grade students will be reading The Fault in Our Stars as part of a unit that explores individual identity in the sense of overcoming struggles, destiny, and the unpredictable. This unit will come directly after our Shakespeare unit, during which students read Romeo & Juliet as the main text. It will be valuable for students to read TFiOS after reading R&J because there are many inferences and connections made between the two. -Essential Questions: How do struggles with fate and unpredictable setbacks in the world work to shape ones self worth or identity? -Student Outcomes: Students will be able to distinguish and understand the different elements that may influence a persons identity; Students will be able to question how an individual forms his or her identity/self worth; Students will be able to generate an argument that supports the importance of reading YA Lit in schools and defends what they have learned from the central ideas in the novel. -Content Focus: The content of this unit aligns with the essential questions and student outcomes aboveit will focus on self-worth/identity formation in relation to the unexpected hardships life might bring. -Common Core Standards: Reading, Literature 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) Reading, Literature 9-10: 2 (Determine a theme or central idea of a text and analyze in detail its development over the course of the text) Writing, 9-10: 1 (Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence) Writing, 9-10: 4 (Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience) Language, 9-10: 1 (Demonstrate command of the conventions of standard English grammar and usage when writing or speaking) -Intended Activities (with timing of steps of the unit): This unit will be about 3-4 weeks total. Below are some of the potential activities that will be included (in no particular order). ~Studying Intertextuality: (1 or 2 days toward end of unit) Students were asked at beginning of unit to keep a list of places throughout the novel where they noticed illusions to other texts they have read, or even just parts that remind them of something they are familiar with. We will use these lists toward the end of the unit

Erin Parr TE 408- Macaluso to discuss the greater implications behind these connections, and take a look at some of the texts or works they may relate to. ~Skits: (2 in class days) Students will be split into groups and assigned a specific chapter of the book. From here, the students will be given the freedom to choose a part of their chapter that they feel is important/significant, write a short script for this part, then act the scene out for the class. For homework, the students are expected to write a one page explanation defending WHY they thought this part of the chapter was important to perform for the class and how it relates to a greater theme of the novel overall. ~Character Charts: (to be completed throughout unit) Students will receive a graphic organizer to keep track of important details that help them understand traits/identities of the characters throughout the novel. ~Practicing Argument: (1-2 days) Students will be asked to bring in an advertisement or picture from a magazine/newspaper. They will then answer questions about the ad that helps them formulate claims about the ad and develop support/evidence for the claim through data & warrants. ~Letter Examples: (1 day) We will take a look at sample persuasive letters to government officials, administrators, parents, etc. that contain arguments. These letters will all vary in their strengths/weaknesses, so as a class, students will discuss what letters are more effective than others and rank the top arguments using a rubric or checklist. ~Journaling: (throughout unit) Teacher will present questions for students that will prompt their deeper thinking/investigating the major themes of the novel; students will answer these questions in their personal journals to be checked at the end of each week. ~Annotation Practice: (1 day) Teacher will model annotations of the novel for students to imitate or try on their own so that they will be able to use their annotations as a way to quickly find evidence to support their claims in their final assignments. ~Small Discussion Circles: (4 days) Students will be assigned to groups of four that will meet on 4 days scattered throughout the unit to discuss some of the major problems/issues in the novel. Each student will be assigned a lit circle role that they will rotate through at each of their meetings. ~Perspective Anticipation Guide: (1 day prior to beginning the novel) Give students a handout that will have questions/statements relating to love, death, sickness, travel, pain, friendship, identity, and other big aspects of the novel that students will have to respond to. This will put some of the heavy issues of the story in perspective to the students when thinking of how their feelings might be altered as a reaction to some hardships in life. ~Peer Review Session: (1 day) Students will have the opportunity to ask questions, make edits, and help their peers with their writing assignments. ~Library Writing Workshop: (1 day) One day in library or computer lab for students to use in-class time to work on their final assessment assignments. ~Teacher Conferencing: (1 day- most likely to be the same as the peer-review day) Students will sign up to have a mini conference with the teacher about their assignments and ask for any help or direction as needed.

Erin Parr TE 408- Macaluso

THE FAULT IN OUR STARS

ARGUING FOR YOUNG ADULT LITERATURE Students, I need your help! Mr. McGonigle called me in for a meeting after school last week, and he told me some bad news. As our principal, he has been receiving many complaints from parents regarding our work with reading John Greens The Fault In Our Stars. He said that these parents do not see the point of us reading popular YA Lit because they dont believe their students are gaining the same quality of knowledge surrounding deep themes/issues that they could by exploring some of the older, canonical texts that we read. As a result, Mr. McGonigle will not allow our English Department to teach YA Lit anymore Your mission (reason/purpose): To prove these parents wrong so we can save the future of Young Adult Literature in schools! We need to make them see that students can learn a great deal from the central themes presented in YA Lit. How you will do this: By writing an interpretive argument about the central ideas or themes presented in TFiOS, and evaluating those ideas to explain how they have helped you understand the implications behind them. These arguments must include a debatable claim that you can support with direct evidence from the novel.
You may form an idea about the novel yourself or choose from this list of possible ideas/themes (these are just to get your mind rolling): -Overcoming struggle (death, sickness) -Pain vs. Joy -Self worth/Identity -Quality of life -The inevitability of fate -Power of young love

Your style: You may choose whether you wish write in the style of a formal paper OR a letter directly to parents/administration; however, regardless of the style you choose to write, you must write professionally and academically (i.e. no fluffy language or slang)! Whichever avenue you take, your audience is ultimately the parents and our principal, so keep that in mind while writing. Requirements: 3-4 page paper/letter using MLA citations Debatable claim (thesis) that presents your argument Effective evidence to support your claim (data & warrants) At least 4 quotations/citations from the novel At least 2 quotations/citations from an outside source A description of the counterargumentthen shut it down! Works Cited page (MLA format)

Erin Parr TE 408- Macaluso

Arguing for YA Literature: Writing Assignment Rubric

Excellent (9-10) Central Argument/Incorporation of Thesis or Claim
Clearly states argument outright by including claim in a strong thesis statement; Argument effectively interprets/evaluates a central theme or idea from novel. Efficient use of data/warrants to give evidential support of claim; specific details related to argument are provided. Strong quote choices. Incorporates them into paper very well. Has at least 6 quotations total. Provides/explains counterargument nicely, then effectively shuts it down! Exceptional summary statements of argument; sums-up So What? questions. Follows all MLA works cited formatting guidelines. Demonstrates extremely effective use of writing style, transitions, and academic language to reach audience. Little to no minor grammar/spelling errors in whole paper; Paper completely meets length requirements (3-4 pages).

Adequate (5-6)
Vaguely states argument by including claim in a decently written thesis; Argument somewhat interprets/evaluates central themes or idea from novel. Acceptable use of data/warrant to give some support of claim; a few details (somewhat) related to argument are provided. Decent quote choices. Adequately incorporates them into paper. Only has 3-5 quotations total. Attempts to explain counterargument, but misses some points; somewhat shuts it down. Good summary statements of argument; sums-up So What? questions for the most part. A few errors in following MLA works cited guidelines. Demonstrates good use of writing style, transitions, and academic language to reach audience. A few minor grammar/spelling errors throughout paper. Paper almost meets length requirement (less than 3 full pages).

Poor (0-1)
Barely states argument by including claim in a thesis that is too broad or common; Argument does not interpret/evaluate central themes or ideas from novel. Inadequate use of data/warrant to support claim. Provides no details related to argument. Inferior quote choices. Does not incorporate them into paper well. Less than 3 total. No counterargument provided. Does not provide any summary statements of the argument. Does not sum-up the So What? questions. Does not follow MLA works cited formatting guidelines. Does not utilize effective writing style or transitions. Uses slang/improper language. Does not reach audience. Major grammar/spelling errors that affect the papers content. Paper does not meet length requirement (only 1-2 pages).

Support of Claim (x2)

Quotations (x2) Counterargument

Conclusion

MLA Citations/Works Cited Overall Style Development

Grammar/Mechanics

Grading Scale:
100= A+ 99-97= A 96-94= A 93-92= A91-90= B+ 89-87= B 86-84= B 83-82= B81-80= C+ 79-77= C 76-74= C 73-72= C71-70= D+ 69-67= D 66-64= D63 or below= F

Erin Parr TE 408- Macaluso Works Cited Burke, Jim. The English Teacher's Companion: A Complete Guide to Classroom, Curriculum, and the Profession. Portsmouth, NH: Boynton/Cook, 1999. Print. Noden, Harry R. Image Grammar: Teaching Grammar As Part of the Writing Process. Portsmouth, NH: Heinemann, 2011. Print. Smagorinsky, Peter, Larry R. Johannessen, Elizabeth A. Kahn, and Thomas M. McCann. The Dynamics of Writing Instruction: A Structured Process Approach for Middle and High School. Portsmouth, NH: Heinemann, 2010. Print. Smagorinsky, Peter. Teaching English by Design: How to Create and Carry out Instructional Units. Portsmouth, NH: Heinemann, 2008. Print. Smith, Michael W., Jeffrey D. Wilhelm, and James E. Fredricksen. Oh, Yeah?! Putting Argument to Work Both in School and Out. Portsmouth, NH: Heinemann, 2012. Print.