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ELA G8:M4:U3

Position Paper: Which of Michael Pollan’s Four Food Chains Would You Choose to Feed the United States?

Each unit is made up of a sequence of between 5-20 lessons. The “unit at a glance” chart in the curriculum map breaks down each unit into its lessons, to show how the curriculum is organized in terms of standards address, supporting targets, ongoing assessment, and protocols. It also indicates which lessons include the mid-unit and end-of-unit assessments.

Lesson 1Analyzing a Model Position Paper

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can find the gist of the model position paper.
  • I can determine the main ideas of a model position paper.
  • I can analyze the structure of a model literary essay. 
  • Gist annotations on model position paper
  • None

Lesson 2Planning Body Paragraphs of Position Paper and Beginning Mid-Unit 3 Assessment

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can organize my evidence for each body paragraph into a Quote Sandwich.
  • I can use my Quote Sandwiches to draft the body paragraphs of my position paper.
  • Quote Sandwich organizers for Body Paragraphs 1, 2, and 3.
  • None

Lesson 3Mid-Unit Assessment: Draft of Position Paper

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can introduce claim(s), acknowledge and distinguish the claim(s) from alternate or opposing claims, and organize the reasons and evidence logically. (W.8.1a)
  • I can support claim(s) with logical reasoning and relevant evidence, using accurate, credible sources and demonstrating an understanding of the topic or text. (W.8.1b)
  • I can provide a concluding statement or section that follows from and supports the argument presented. (W.8.1e)
  • I can use words, phrases, and clauses to create cohesion and clarify the relationships among claim(s), counterclaims, reasons, and evidence. (W.8.1c)
  • I can establish and maintain a formal style. (W.8.1d)

  • I can draft the introductory and concluding paragraphs of my position paper.
  • I can use words, phrases, and clauses to show the relationship between the ideas in my position paper.
  • I can maintain a formal style in my position paper.
  • Mid-Unit 3 Assessment: Draft Position Paper 
  • None

Lesson 4Introducing the Performance Task Prompt and Beginning a Visual Representation

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can produce a visual representation of my position paper. 
  • Performance task: visual representations 
  • None

Lesson 5End of Unit Assessment: Final Position Paper

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can write arguments to support claims with clear reasons and relevant evidence. (W.8.1)
  • I can write the final draft of my position paper.
  • End of Unit 3 Assessment: Final Draft of Position Paper
  • None

Lesson 6Final Performance Task: Sharing Visual Representations of Position Papers

Long Term Targets Supporting Targets Ongoing Assessments Protocols
  • I can produce clear and coherent writing that is appropriate to task, purpose, and audience. (W.8.4)
  • I can share my visual representation of my position paper with my class. 
  • Performance task: visual representations
  • Gallery Walk

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