Standard(s):   3.A.5     3.B.5    3.C.5a

Stage 1: Desired Results

Understandings

Students will master a programmed set of skills and use these skills with a greater degree of sophistication at each grade level to promote clarity and conciseness in their writing.

Essential Questions

Knowledge & Skill

How do we systematically teach writing that promotes and supports a viewpoint?
What is the best way to encourage students to incorporate revision into their writing routine?
What method of instruction will clarify or reinforce for students the importance of establishing and maintaining focus and organization in their writing?
How do we best teach or train our students to be successful writers under timed situations?

*continue to apply all skills from English I & English II
*argumentative non-divided thesis
*elaboration that extends an idea rather than just explaining evidence
*more sophisticated introductions and conclusions
*literary analysis based essays

*continue pre-writing, organizational patterns, time management for timed essays
*purpose and audience

Stage 2: Assessment Evidence

timed writings, essay tests, formal essays for varied purposes
ACT/PSAE writing

Performance Task Summary

Rubric Titles

Minimum Writing Requirements:
*diagnostic essay
*1-2 formal papers outside of class per quarter
*Conferencing, revising, and rewriting are all necessary instructional tools for writing proficiency and should be reinforced as part of the writing process.
*Every unit must contain a written portion (essay question, quotation/significance response, etc.)
*ACT/PSAE writing practice

Self-Assessments

Other Evidence, Summarized

Stage 3: Learning Activities

-complete various pre-writing activities
-write multiple paragraph literary analysis essays
-incorporate correct grammar into writing
-incorporate literary analysis research into a formal paper
-revise and rewrite
-complete practice ACT/PSAE writing assignments