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Academic WritingWriting About Technology – Argumentative EssaySTEM Innovation Academy Unit Three PlanSubject: Humanities / ELAUnit Title: Argumentative EssayTeacher: Dr. Ena HarrisDuration: 8 weeksSummary of UnitIn this Unit, we will explore the various facets of argumentation. What makes a strong argument? This will be considered as we engage in critical reading, analysis and writing about debated topics in technology such as whether Google is “making us stupid” and to what extent social networks impact student success. Their summative assessment will be an argumentative essay on one of the issues addressed.Stage 1 – Desired ResultsEssential Questions/Focus Questions:What makes a strong argument?What is the relationship between writing and technology?What is Literacy Technology and does it form/evolve?To what extent have humans become dependent upon technology, specifically their smartphones?Have Smartphones destroyed a generation?Is it possible for artificial intelligence to “feel/express” emotion?Has the Internet Changed the way that we think (and read)? If the Internet has changed how we use our brains, has it been for the better or for the worse?(Review) What are the essential components of the MLA Style Guidelines for College-Level Writing?Standards/Outcomes:Standards: NJ CCSS Grade 11-12Targeted Standards:NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.NJSLSA.R3. Analyze how and why individuals, events, and ideas develop and interact over the course of a text.NJSLSA.R4. Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.NJSLSA.R5. Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., a section, chapter, scene, or stanza) relate to each other and the whole.NJSLSA.R6. Assess how point of view or purpose shapes the content and style of a textNJSLSA.R8. Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.JSLSA.R9. Analyze and reflect on how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.NJSLSA.R10. Read and comprehend complex literary and informational texts independently and proficiently with scaffolding as needed.NJSLSA.W4. Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.NJSLSA.SL1. Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.NJSLSA.L4. Present information, findings, and supporting evidence such that listeners can follow the line of reasoning and the organization, development, and style are appropriate to task, purpose, and audience.SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.SL.11-12.4 Present information, findings and supporting evidence clearly, concisely, and logically. The content, organization, development, and style are appropriate to task, purpose, and audience.Stage 2 – Assessment EvidencePerformance Task(s): Team debatesSmall group presentations (with visuals completed according to rubric)Paired close readings/analyses of complex textsQuizzes: (covering material and discussions from previous past classes & dependent upon HW completion and good note-taking)“Believe & Doubt” Exercises: Experiences: Major Essay: Argumentative Essay (Subject: Writing about Technology)Tests:Test 1 covers various aspects of the writing process for the college-level essay (it will include MLA Style Guidelines).Test 2 gauges level of mastery of close reading/analytical skills as well as formal academic writing and formatting. Extensions (Tier I): *extra credit opportunities (critical film review: Harriet, using University of Akron guidelines) *additional readings, targeted small groups * adjustments to length requirements during the writing process*”How to Manage Your Time” Resources: * added scaffolding & modeling*targeted small groups based on skills deficits*adjustments will be made, in part, based on student performance on in-class writings (quizzes)* mandatory office hours* extended time in cases of extenuating (personal/family” circumstances)Stage 3 – Learning PlanVocabulary: Terms include (but are not limited to) the following: argument, claims, evidence-based, statistics, data, enunciation, intonation, body language/poise, pacing & delivery (of speech), debates, rebuttals, affirmative, opposing, sources, questioning, persuasion, speech, proofreading, writing/literacy technology, smartphones, Artificial Intelligence, Thoreau, word processing, inventions, engineering, evolution.ResourcesDefinition of Literacy Technology & Review of the Stages of Literacy TechnologyCritical Analysis of Select Passages from each of the scholarly articles read for the Unit (Twenge, Carr, Srigley, Baron, Litt)Team Debate: “Have Smartphones Destroyed a Generation?” (Twenge)Writing about Technology (scholarly articles including but not limited to those listed below): “Have Smartphones Destroyed A Generation?” (Twenge) “Is Google Making Us Stupid? What the Internet is Doing to our Brains” (Carr)“From Pencils to Pixels: The Stages of Literacy Technology” (Baron) Reader and Technology (Litt) of University Classroom Experiment: students spend 9 days without their cell phones and write about it (handouts/google docs)Expert/Field Experience(s): N/ALiteracy Connections/Research/Resources: Components of an effective claim Conclusions paragraphs (NJIT Resource) Sources: MLA Style (Purdue OWL Writing Lab) Checklist Process: Quoting, Paraphrasing & Summarizing (Purdue OWL Writing Lab) ................
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