Unit Planning Organizer
Grade 9
Unit 5
Created By
Chanda Hassett – Muscatine CSD
Kyle Mink – Camanche CSD;
Jacquelyn Daters – DeWitt Central CSD;
Melia Larson – West Liberty CSD;
Elise Cook & Amanda Key – Louisa-Muscatine
CSD;
Kathleen Learn – MBAEA9
Helen Duranleau-Brennan – MBAEA9
Note: Teachers are strongly encouraged to look at the UPO for the context of the assessments.
Table of Contents
Step 1: Unit Standards …………………………………………………….……………………………………………………………………… p. 2
Iowa Core Standards- Priority Standards ……………………………………………….………………………………………. p. 2
Iowa Core Standards- Support Standards ……………………………………………………………………………..……….. p. 2
Reading Standards Unwrapped and Depth of Knowledge ……………………………………………………………… p. 2
Writing Standards Unwrapped and Depth of Knowledge ………………………………………………………………. P. 3
Speaking/Listening Standards Unwrapped and Depth of Knowledge …………………………………………….. p. 4
Language Standards Unwrapped and Depth of Knowledge …………………………………………………………… p. 4
Unit Essential Questions and Enduring Understandings ………………………………………………………………… p. 4
Step 2: Standards-Based Unit Assessments ……………………………………………………………………………………………. p. 5
Assessment and Performance Task Alignment of Unit Standards ………………………………………………….. p. 5
Standards-Based Common Formative Post-Assessment (CFA)
Teacher Directions, Student Directions and Answers………………………………………………………. p. 6
Standards-Based Common Formative Pre-Assessment (CFA)
Teacher Directions, Student Directions and Answers ……………………………………………………… p. 10
Step 3: Standards-Based Performance Tasks …………………………………………………………………………………………. p. 13
Performance Task Synopses …………………………………………………………………………………………………………. p. 13
Performance Task 1- In Detail ………………………………………………………………………………………………………. p. 13
Performance Task 2- In Detail ………………………………………………………………………………………………………. p. 17
Performance Task 3- In Detail …………………………….………………………………………………………………………… p. 19
Performance Task 4- In Detail ……………………………………………………………………………………………………… p. 21
Student Materials …………………………………………………………………………………………………………………………………. p. 25
Notes:
 Supporting standards may be embedded in performance tasks. If they are not embedded, they must
be assessed through teacher-designed classroom measure.
 Supporting standards will not be embedded in common formative pre/post assessments.
1 March 26, 2015
Unit Planning Organizer
Subject(s)
Grade/Course
Title of StandardsBased Unit
Estimated
Duration of Unit
Unit Placement in
Scope & Sequence
ELA
9
Argument
5-6 weeks
1
2
3
4
5
6
Step 1: Unit Standards
Iowa Core Standards- Priority Standards (to be instructed and assessed)
RI.9-10.1
RI.9-10.8
W.9-10.1
W.9-10.7
W.9-10.8
SL.9-10.4
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well
as inferences drawn from the text.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is
valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
Conduct short as well as more sustained research projects to answer a question (including a selfgenerated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize
multiple sources on the subject, demonstrating understanding of the subject under investigation.
Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question;
integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and
following a standard format for citation.
Present information, findings, and supporting evidence clearly, concisely, and logically such that
listeners can follow the line of reasoning and the organization, development, substance, and style are
appropriate to purpose, audience, and task.
Iowa Core Standards- Support Standards (to be instructed and assessed)
Note: Not all supporting standards will be measured through Standards-Based CFA or Performance Task listed
below.
RI.9-10.3, RI.9-10.5, RI.9-10.6, RI.9-10.7, RI.9-10.9; W.9-10.4, W.9-10.5, W.9-10.6, W.9-10.9; L.9-10.1, L.9-10.2, L.910.3, L.9-10.4
Priority
Standard
RI.9-
Reading Standards
“Unwrapped” Skills
“Unwrapped” Concepts
(students need to be able to do)
(students need to know)
(verbs and verb phrases)
(noun/noun phrases)
cite
 Strong and thorough textual evidence
Depth of
Knowledge
DOK 1, 2, 3
2 March 26, 2015
10.1
RI.910.8
Priority
Standard
W.910.1
delineate

evaluate

assess

identify

Writing Standards
“Unwrapped” Skills
“Unwrapped” Concepts
(students need to be able to do)
(students need to know)
(verbs and verb phrases)
(noun/noun phrases)
a. introduce
 Precise claims
distinguish
 Claims from alternate or opposing
claims
create
 An organization that establishes clear
relationships among claims,
counterclaims, reasons, and evidence
b. develop
 Claims and counterclaims fairly
supply
 Evidence for each
point out
 The strengths and limitations of both
in a manner that anticipates the
audience’s knowledge level and
concerns
c. use

create
clarify


d. establish
maintain
attend to
e. provide
W.9-10.7
to support analysis of what the text
says explicitly as well as inferences
drawn from the text.
The argument and specific claims in a
text
The argument and specific claims in a
text
Whether the reasoning is valid and the
evidence is relevant and sufficient
False statements and fallacious
reasoning
conduct





DOK 2, 3, 4
Depth of
Knowledge
DOK 3, 4
Words, phrases, and clauses to link the
major sections of the text
Cohesion
The relationships between claims and
reasons, between reasons and
evidence, and between claims and
counterclaims.
A formal style and objective tone
A formal style and objective tone
The norms and conventions of the
discipline in which they are writing
A concluding statement or section that
follows from and supports the
argument provided.
Short as well as more sustained
3 March 26, 2015
W.9-10.8
Priority
Standard
SL.910.4
Priority
Standard
NA
narrow
broaden
synthesize
demonstrate




gather

use
assess


integrate

avoid

research projects to answer a question
(including a self-generated question)
or solve a problem
The inquiry when appropriate
The inquiry when appropriate
Multiple sources on the subject
Understanding of the subject under
investigation
Relevant information from multiple
authoritative print and digital sources
Advanced searches effectively
The usefulness of each source in
answering the research question
Information into the text selectively to
main the flow of ideas
Plagiarism and following a standard
format for citation
Speaking/Listening Standards
“Unwrapped” Skills
“Unwrapped” Concepts
(students need to be able to do)
(students need to know)
(verbs and verb phrases)
(noun/noun phrases)
Present
 Information, findings, and supporting
evidence clearly, concisely, and
logically such that listeners can follow
the line of reasoning and the
organization, development, substance,
and style are appropriate to purpose,
audience, and task.
Language Standards
“Unwrapped” Skills
“Unwrapped” Concepts
(students need to be able to do)
(students need to know)
(verbs and verb phrases)
(noun/noun phrases)

DOK 1, 2, 3, 4
Depth of
Knowledge
DOK 1, 2, 3
Depth of
Knowledge
Unit Essential Question and Big Ideas
Essential Questions
Big Ideas
1. How does a speaker convince someone that he/she 1. Constructing a strong and valid argument requires
has a strong and valid argument?
deliberate use of rhetoric, content, and evidence.
2. What is the role of argument in a society? What
2. Being able to articulate an argument allows individuals
power comes with being able to express one’s opinion
to participate actively and productively in society.
4 March 26, 2015
on a complex topic?
3. Why is it important to cite textual evidence?
3. Why do individuals need to be able to understand
and evaluate the arguments of others?
4. Why and how do we conduct research?
3. Citing textual evidence provides support of the analysis
of what text says explicitly as well as inferences drawn
from the text.
3. Being able to understand and evaluate arguments
allows individuals to make their own decisions when
confronted with various compelling points of view.
4. Research helps one solve a problem or answer a
question by narrowing or broadening the inquiry,
synthesizing multiple resources to demonstrate
understanding of the subject under investigation.
Step 2: Standards-Based Unit Assessments
Assessment and Performance Task Alignment of Unit Standards
Pre CFA: RI.9-10.8, RI.9-10.1
Task 1: (RI.9-10.8) (RI.9-10.6) Synopsis: Students analyze the reasoning and rhetoric of advertisements.
Task 2: (W.9-10.1, W.9-10.7, W.9-10.8, RI.9-10.8) Synopsis: Classroom debate on a researched, school-centered
topic or issue; audience members evaluate the arguments of peers.
Task 3: (W.9-10.8, W.9-10.9, RI.9-10.1) Synopsis: Students write an argument paper for a specific audience,
including employing a revision process.
Post CFA: RI.9-10.8
5 March 26, 2015
Standards-Based Common Formative Post-Assessment (CFA) RI.9-10.8, RI.9-10.1
Standards-Based Post-Assessment – Teacher Copy
Using T or an F, indicate whether a question is true or false. (RI.9-10.8)
1. ____ This statement uses fallacious reasoning: “If you don’t vote for Eddie, you’re a communist!”
2. ____ This statement uses fallacious reasoning: “Voting for Eddie will promote tax cuts.”
3. ____ This statement uses fallacious reasoning: “Choosing 2% milk instead of whole milk reduces fat and calorie
intake.”
4. ____ This statement uses fallacious reasoning: “Drink 2% milk, all the cool kids do it!”
5. ____ This statement uses fallacious reasoning: “If I let you go to the bathroom, everyone will want a pass to the
restroom. Nobody will get their work done and everyone will fail the class.”
6. ____ This statement uses fallacious reasoning: “I am concerned that you will not get your work done if you go
to the restroom right now when you are supposed to be working.”
Read the passage below and answer questions – 7-10.
Chief Canassetego was the leader of the Onondaga people, which was one of six nations in the Iroquois
Confederacy. Chief Canassetego spoke in Pennsylvania in 1744 on behalf of the Iroquois Confederacy of Nations
regarding the colonial settlers’ desire for the indigenous people to attend schools run by European settlers.
We know you highly esteem the kind of learning taught in these colleges. And the maintenance of our young men,
while with you, would [be] very expensive to you. We're convinced, therefore, that you mean to do us good by
your proposal, and we thank you heartily. But you who are so wise must know that different nations have different
conceptions of things. And you will not, therefore, take it amiss if our ideas of this kind of education happens not
to be the same with yours.
We have had some experience of it. Several of our young people were formerly brought up in the colleges of the
northern province. They were instructed in all your sciences. But when they came back to us, they were bad
runners, ignorant of every means of living in the woods, unable to bear either cold or hunger, knew neither how to
build a cabin, take a deer, or kill an enemy, spoke our language imperfectly, and therefore were neither fit for
hunters, warriors, nor councilors. They were totally good for nothing.
We are, however, not the less obliged for your kind offer, though we decline accepting. To show our grateful sense
of it, if the gentlemen of Virginia shall send us a dozen of their sons, we would take great care in their education,
6 March 26, 2015
instruct them in all we know, and make men of them.
7. What is the central claim of Chief Canassetego’s argument? (RI.9-10.8)
Possible response: Chief Canassetego is tactfully refusing the offer of the colonial settlers’ desire to the indigenous
people to attend schools run by European settlers.
8. What evidence does Chief Canassetego use to support his claim? Cite textual evidence to support the claim.
(RI.9-10.1)
Possible response:
a. “different nations have different conceptions of things.”
b. “Several of our young people were formerly brought up in the colleges of the northern province….came back to
us, they were bad runners, ignorant of every means of living in the woods, unable to bear either cold or hunger,
knew neither how to build a cabin, take a deer, or kill an enemy, spoke our language imperfectly….”
c. “…therefore, were neither fit for hunters, warriors, nor councilors. They were totally good for nothing.”
9. Evaluate Chief Canassetego’s argument. In a brief paragraph, explain how his reasoning is or is not valid .(RI.910.8)
Possible Response:
Chief Canassetego’s reasoning is valid because it is based on a true premise: different nations have different
conceptions of things. He further explains this with several examples of the settlers’ education not fitting the
needs of the Onondaga people: they came back as bad runners, ignorant of every means of living in the woods,
unable to bear either cold or hunger, knew neither how to build a cabin, take a deer, or a kill an enemy…”
10. Evaluate Chief Canassetego’s argument. In a brief paragraph, explain how his evidence is relevant and
sufficient – or not. RI.9-10.8)
Possible response:
Chief Canassetego’s evidence is relevant and sufficient. It is relevant because the examples are pertinent to the
lifestyle of the Onondaga people: running, bearing cold and hunger, building a cabin, taking a deer, killing an
enemy, etc. The evidence is sufficient as it deals with many aspects of the Onondaga people: living in the woods,
in the cold, being hungry, building a cabin, killing a deer. Chief C. further states, “…were neither fit for hunters,
warriors, nor councilors. They were totally good for nothing.”
Scoring Guide #7 -- (RI.9-10.8)
Exemplary
Proficient
Close to
Proficient
Far from
Proficient
7 March 26, 2015
All proficient criteria plus
any one of the following:



NA



Scoring Guide #8 -- (RI.9-10.1)
Exemplary
All proficient criteria plus
any one of the following:

Proficient

NA
Scoring Guide #9 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:

NA



Scoring Guide #10 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:



Cites strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Proficient


Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
NA


Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Proficient
Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is

NA

NA

Far from
Proficient
NA

Far from
Proficient
NA

Far from
Proficient
NA
Comments:
Close to
Proficient
 NA
Comments:
Close to
Proficient
 NA
Comments:
Close to
Proficient
 NA
Comments:
8 March 26, 2015

relevant and sufficient
Identifies false statements and fallacious
reasoning
9 March 26, 2015
Common Formative Pre-Assessment
Consider the following claim: Politicians should not be allowed to accept money or gifts over $100. (RI.9-10.8)
1. Which of the following is the most relevant piece of evidence to support the claim?
a. Politicians work hard and deserve the occasional gift from those who appreciate them so that they feel
encouraged.
b. Politicians might be tempted to do favors for wealthy people who can afford expensive gifts instead of
doing good for everyone.
c. Politicians have a great deal of power and knowledge, and everyone should let them do what they want.
d. Politicians have a history of rejecting gifts because they are noble people, so there is nothing to worry
about.
Consider the following claim: The age restriction on driver’s licenses should be lowered to fourteen from sixteen
(RI.9-10.8)
2. Which of the following is the most relevant piece of evidence to support the claim?
a. Students are fourteen when they start high school, and many start to be involved in activities that
require transportation.
b. Fourteen year olds are expected to be mature and responsible, but they don’t get any special privileges
to show this.
c. Drivers’ Education teachers would have more time to teach young drivers to be safe.
d. Parents always complain about having to pick students up from school, and this would solve it.
Using T or an F, indicate whether a statement is true or false. (RI.9-10.8)
3. ____ This statement uses fallacious reasoning: “If you don’t eat spaghetti for lunch, you must be dieting!”
4. ____ This statement uses fallacious reasoning: “Wheat pasta with sauce of vegetables and lean meat is a healthy
food option.”
5. ____ This statement uses fallacious reasoning: “This card game is fun, easy to learn, and doesn’t cost very much.
It’s a good activity for tonight.”
6. ____ This statement uses fallacious reasoning: “Celebrities are trying this new kind of card game. You should,
too.”
7. ____ This statement uses fallacious reasoning: “If you forget your homework, you might do poorly on the paper.
If you can’t write papers, you won’t be successful in college. You have to remember your homework to have a good
life.”
8. ____ This statement uses fallacious reasoning: “Part of responsibility is doing your homework. This kind of
practiced responsibility will help you prepare for more independent learning, like you will do in college.”
Answer Key:
3. T
4. F
5. F
6. T
7. T
8. F
10 March 26, 2015
Susan B. Anthony was an American political activist, speaker, and writer. The following passage is
excerpted from the speech she gave in 1872.
Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having
voted at the last presidential election, without having a lawful right to vote. It shall be my work this
evening to prove to you that in thus doing, I not only committed no crime, but, instead, simply exercised
my citizen's rights, guaranteed to me and all United States citizens by the National Constitution [...]
It was we, the people; not we, the white male citizens; nor we, the male citizens; but we, the whole
people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them;
not to the half of ourselves and the half of our posterity, but to the whole people - women as well as men.
And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they
are denied the use of the only means of securing them provided by this democratic-republican
government - the ballot. [...]
Sex can not be a qualification any more than size, race, color or previous condition of servitude. A
permanent or insurmountable qualification is equivalent to a deprivation of the suffrage. In other words, it
is the tyranny of taxation without representation, against which our Revolutionary mothers, as well as
fathers, rebelled. [...]
The only question left to be settled now is: Are women persons? I scarcely believe any of our opponents
will have the hardihood to say they are not. Being persons, then, women are citizens [...] Hence, every
discrimination against women in the constitutions and laws of the several States is today null and void [...]
9. What is the central claim? Possible answer: Women should have the right to vote. Alternate: All citizens
should have the right to vote.
Scoring Guide #7 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:
Proficient



NA



Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Close to
Proficient
 NA

Far from
Proficient
NA
Comments:
11 March 26, 2015
8. What evidence does the author use to support her claim? Cite strong and thorough textual evidence from
the text. (RI.9-10.1, RI.9-10.8)
Possible Answer: The author alludes to the Preamble to the Constitution (“we the people”), refers to the
“tyranny of taxation without representation” from the Revolutionary War, and asserts that women are both
persons and citizens (“Being persons, then, women are citizens”).
Scoring Guide #8 -- (RI.9-10.1)
Exemplary
All proficient criteria plus
any one of the following:

Proficient

NA
Cites strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Close to
Proficient
 NA

Far from
Proficient
NA
Comments:
9. Evaluate Susan B Anthony’s reasoning. In a brief paragraph, explain how the reasoning is valid or is not
valid. (RI.9-10.8)
Sample Response: The author provides evidence and draws conclusions without using fallacious reasoning.
Instead, she uses specific evidence to show that women are citizens and that citizens have the right to vote.
Scoring Guide #9 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:
Proficient



NA



Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Close to
Proficient
 NA

Far from
Proficient
NA
Comments:
12 March 26, 2015
10. Evaluate Susan B. Anthony’s evidence. In a brief paragraph, explain if it is relevant and sufficient – or not.
(RI.9-10.8).
Sample response: The author provides the legal requirement for voting, which is citizenship. Each of the
examples she gives relates to this status of women. This makes her evidence relevant. She uses evidence to
show that women are citizens. This shows a sufficient amount of evidence.
Scoring Guide #10 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:


NA



Proficient
Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Close to
Proficient
 NA

Far from
Proficient
NA
Comments:
Step 3: Standards-Based Performance Tasks
Performance Task Synopses
Task 1: (RI.9-10.8) (RI.9-10.6) Synopsis: Students analyze the reasoning and rhetoric of advertisements.
Task 2: (RI.9-10.8) Synopsis: Students research a school-centered topic or issue in preparation for PT #3.
Task 3: (SL.9-10.4) (W.9-10.1) Group presentations on a researched, school-centered topic or issue.
Task 4: (W.9-10.1, W.9-10.8, W.9-10.9, RI.9-10.1) (W.9-10.5) Synopsis: Students write an argument paper for a
specific audience.
Performance Task # 1
Task #1: Analysis of argument, rhetoric and fallacies
Priority Standards: RI.9-10.8
Supporting Standards (if applicable): RI.9-10.6
Big Ideas: Evaluating a strong and valid argument requires deliberate use of rhetoric, content, and evidence.
Essential Questions: How does a speaker/writer convince someone that he/she has a strong and valid argument?
Synopsis: Students analyze the reasoning and rhetoric of an essay.
DOK: 2, 3, 4
13 March 26, 2015
Teacher Directions:
The world around us is full of arguments. Think about essays, political campaigns, magazine and newspaper
advertisements, television commercials, and even social media. In all of these places, people are trying to
convince others that they have a valid point of view, that they alone are right. They may even be trying to
persuade you to change your opinion, take an action, or buy a product. You see this everyday even though you
may not always notice that it is happening. Being aware of who is arguing and how they are trying to do it will
help you be a critical reader, listener, viewer and consumer. This task will strengthen students’ abilities to
evaluate the strength of writers’ arguments.
There are many strategies that can be used to argue. Some use language to make people think about the
argument. This is called rhetoric. Other strategies rely on faulty but appealing reasoning instead of logic. This is
called fallacious reasoning. Teachers who need a resource to help them teach the different fallacies in an
appealing, student-friendly way will be interested in checking out The Illustrated Book of Bad Arguments by Ali
Almossawi. This title can be purchased in print, though it is also available online for free through a Creative
Commons license at https://bookofbadarguments.com/
Student Directions:
Read “Don’t Retreat on Gun Control,” an essay by Eugene Robinson. As you read, you will identify the reasoning
and then evaluate whether it is valid and if the evidence is relevant and sufficient. You will also identify false
statements and fallacious reasoning.
Steps:
1. Read through the essay and determine Robinson’s claim. Annotate right on the essay.
2. After identifying the claim, re-read the essay and note where Robinson presents his reasoning to support his
claim. Annotate on the essay.
3. Evaluate the reasoning. Is it valid? Identify false statements and fallacious reasoning. Make notations right
on the essay.
4. Is the evidence relevant and sufficient? Write a brief response at the end of the essay.
Don’t Retreat on Gun Control by Eugene Robinson -http://www.washingtonpost.com/wpdyn/content/article/2011/01/10/AR2011011006309.html
Tuesday, January 11, 2011
We may not be sure that the bloodbath in Tucson had anything to do with politics, but we
know it had everything to do with our nation's insane refusal to impose reasonable controls on
guns. Claim: Our nation’s lack of gun control caused this unfortunate incident (or
similar wording).
Specifically, the rampage had everything to do with a 9mm semiautomatic Glock pistol – a
sleek, efficient killing machine that our lax gun laws allowed an unstable young man to
14 March 26, 2015
purchase, carry anywhere and ultimately use to shoot Rep. Gabrielle Giffords in the head.
(Fallacious Reasoning)
The weapon also was used to shoot 19 bystanders, killing six of them, including a federal judge
and a 9-year-old girl. ( Relevant Evidence)
The accused gunman, 22-year-old Jared Lee Loughner, appears to be deranged. But this fact
does not automatically absolve the politicians, partisan activists and professional loudmouths
who spew apocalyptic anti-government rhetoric full of violent imagery. (Fallacious
Reasoning) Certainly only someone "unbalanced" would spray a crowd with deadly gunfire.
Only someone on the fringe - of society, of sanity - might conceivably hear a slogan such as
"Don't Retreat, Instead - RELOAD!" and think it not a stirring political metaphor but a direct
order. (Fallacious Reasoning)
Pima County Sheriff Clarence Dupnik, in whose jurisdiction the massacre took place, said that
"the rhetoric about hatred, about mistrust of government, about paranoia of how government
operates" has an "impact on people . . . who are unbalanced personalities to begin with."
(Evidence)
But Loughner has so far declined to talk to authorities. At this point, it is impossible to know
whether he was thinking about white-hot political discourse or listening to imaginary
transmissions from outer space.
We do know, however, that Loughner reportedly had a history of drug use and bizarre
behavior. Students and a teacher at a community college that Loughner briefly attended found
him so erratic, confused, menacing and potentially violent that they persuaded college
authorities to bar him from campus pending a psychiatric exam. (Irrelevant Evidence to the
gun control issue)
Yet on Nov. 30, he was able to walk into Sportsman's Warehouse in Tucson and purchase the
weapon that authorities allege was used in Saturday's rampage. He apparently also bought extra
magazines loaded with ammunition. (Relevant Evidence)
To buy the gun, Loughner was required to pass a federal background check - and he did, a
store manager told reporters. It is against federal law to sell a gun to someone who is mentally
ill, but there is no indication that Loughner was ever officially deemed to suffer from mental
illness. (Reasoning) Even if he had been, there is a good chance that his name would not have
been properly entered in the National Instant Criminal Background Check System. (Fallacious
Reasoning)
According to the Brady Campaign to Prevent Gun Violence, about 80 percent to 90 percent of
disqualifying mental health records are not in the background-check database. Some states
simply don't bother to submit the information; others do so haphazardly.(Fallacious
Reasoning) Arizona is neither the best nor the worst on this score. (Insufficient evidence)
In other respects, however, Arizona is one of the most lenient states in the country when it
comes to gun ownership. It is one of only three states - along with Alaska and Vermont - that
allow individuals to carry concealed handguns without a permit. (Reasoning) Homeland
Security Secretary Janet Napolitano vetoed "concealed-carry" legislation when she was
Arizona's governor. Her successor, Gov. Jan Brewer, signed the measure into law last year.
15 March 26, 2015
Paul Helmke, president of the Brady Campaign, said in a statement that "if Congress had not
allowed the 'Assault Weapons Ban' to expire in 2004, the shooter [Loughner] would only have
been able to get off 10 rounds without reloading. Instead, he was able to fire at least 20 rounds
from his 30-round clip."
The specifics of state and federal gun laws matter greatly - lives are at stake - but we really
need to look at the bigger picture. The Second Amendment is a fact of life. But even recent
Supreme Court rulings have left the door open to effective gun control measures. (Insufficient
evidence)
We must recognize the obvious distinction between rifles, shotguns and target pistols used for
sport on the one hand, and semiautomatic handguns designed for killing people on the other.
We must decide that allowing anyone to carry a concealed weapon, no questions asked, is just
crazy. (Fallacious Reasoning) And for heaven's sake, we must demand that laws designed to
keep guns out of the hands of lunatics be enforced.
Giffords is a supporter of responsible gun ownership. (Evidence unclear if this
“responsible” means more gun control). If we force our elected officials to act responsibly,
the next senseless massacre just might be prevented.
Scoring Guide PT 1 (RI.9-10.8)
Exemplary
Proficient
 Fulfills all of the
 Delineates the argument and specific
proficient criteria
claims in a text
PLUS the following:
 Evaluates the argument and specific
claims in a text
 Publishes the
 Assesses whether the reasoning is
warning in multiple
valid
formats
 Assesses whether the evidence is
relevant and sufficient
 Identifies false statement and
fallacious reasoning
Close to Proficient
Meets _4__ of
the proficient
criteria.
Comments:


Far from Proficient
Meets fewer than
_4_of the
proficient criteria.
16 March 26, 2015
Performance Task # 2
Task #2: Students research a school-centered topic or issue in preparation for PT # 3.
Priority Standards: RI.9-10.8,
Supporting Standards (if applicable):
Big Idea: Research helps one solve a problem or answer a question by narrowing or broadening the inquiry,
synthesizing multiple resources to demonstrate understanding of the subject under investigation.
Essential Question: How and why do we conduct research?
Synopsis: Students research a school-centered topic or issue in preparation for PT # 3.
DOK: 2, 3, 4
Students will work in small groups; teacher will determine if they are student selected or teacher assigned.
This is the task for each group: examine the student handbook, and select a policy that your group would like
changed or abolished (e.g., dancing styles, public displays of affection, cell phone use, use of social media,
dress code). Note: Teacher determines if each group should select a different topic or if more than one group
can select the same topic.
Research
1. Initial research the topic (beyond information in the handbook).
2. As a group, develop a claim and counterclaim.
3. Independent research:
 identify group members to research and identify evidence to support the claim
 identify group members to research and identify evidence to support the counterclaim
 each student assesses the validity of the reasoning
 each student assesses whether there is relevant and sufficient evidence
 each student identifies false statements and fallacious reasoning
4. In small groups:
 each member shares his/her research findings, assessment of the validity of the reasoning, assessment
of the evidence as relevant and sufficient, identification of false statement and fallacious reasoning
 group determines which evidence they will use to develop their argument in their group presentation
o consider valid reasoning
o consider relevance of evidence
o ensure sufficient evidence
o be prepared to refute false statements and fallacious reasoning
Teacher will determine the product to assess:
 graphic organizer of notes (teacher created)
 annotated articles
 outline
 etc.
17 March 26, 2015
Scoring Guide – Performance Task #2 (RI.9-10.8)
Exemplary
Proficient
Fulfills all of the
 Delineates the argument and specific
proficient criteria PLUS
claims in a text
one of the following:
 Evaluates the argument and specific
 NA
claims in a text
 Assesses whether the reasoning is
valid
 Assesses whether the evidence is
relevant and sufficient
 Identifies false statements and
fallacious reasoning
Close to Proficient
 Meets 4 of the
proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
4 of the proficient
criteria.
18 March 26, 2015
Performance Task # 3
Task #3: Panel presentations on a researched, school-centered topic or issue.
Priority Standards: SL.9-10.4,
Supporting Standards (if applicable): W.9-10.1 (to structure the argument but not assessed)
Big Ideas: Constructing a strong and valid argument requires deliberate use of rhetoric, content, and evidence.
Essential Questions: How does a speaker/writer convince someone that he/she has a strong and valid argument?
Synopsis:
DOK: 1, 2, 3
Note: These are some ideas for skills/concepts students need prior to completing this performance task:
1. Patterns of organization for argument.
2. Public speaking basic skills
Preparing the Group Presentations:
1. Determine an organizational support: outline, graphic organizer, etc.
 Organize the claim, supporting evidence, counterclaim/s so they are clear, concise, and logical.
 Develop an outline or draft of the presentation, ensuring that development, substance, and style are
appropriate to purpose, audience, and task.
 Develop an outline or draft of the presentation, ensuring that listeners can follow the line of reasoning
and organization.
2. Determine roles/speaking assignments for the group presentation.
3. Rehearse.
Delivering the Group Presentations:
1. Each group makes its presentation as directed.
2. Students may choose to take notes on other presentations for use in Performance Task # 4. Teacher will
provide a brief overview of PT #4.
3. Classmates respond to group presentation in a respectful way.
19 March 26, 2015
Scoring Guide – Performance Task #3 (SL.9-10.4)
Exemplary
Proficient
Fulfills all of the
Presents information, findings, and
proficient criteria PLUS
supporting evidence:
one of the following:
 clearly
 NA
 concisely
 logically
 Presents such that listeners can
follow the line of reasoning and the
organization
Presents so that
 development is appropriate to
purpose, audience, and task
 substance is appropriate to
purpose, audience, and task
 style is appropriate to purpose,
audience, and task
Close to Proficient
 Meets 5 - 6 of
the proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
5 of the proficient
criteria.
20 March 26, 2015
Performance Task # 4
Task #4: Students write an argument paper for a specific audience, including employing a revision process.
Priority Standards: W.9-10.1, W.9-10.7, W.9-10.8
Supporting Standards (if applicable): W.9-10.5
Big Ideas: Constructing a strong and valid argument requires deliberate use of a rhetoric, content, and evidence.
Research helps one solve a problem or answer a question by narrowing or broadening the inquiry, synthesizing
multiple resources to demonstrate understanding of the subject under investigation.
Essential Questions: How does a writer convince someone that he/’she has a strong and valid argument?
Why and how do we conduct research?
Synopsis: Based on the information from PT# 3, students will write an argument paper.
DOK: 1, 2, 3, 4
Note: These are some ideas for skills/concepts students need prior to completing this performance task:
1. Research on a controversial topic (could be what was completed in PT#3)
2. Patterns of organization for argument.
3. Proficiency with the writing process
4. Understanding of plagiarism
5. Ability to use standard format for citation
6. Experience with peer revision
Teacher Directions:
Based on the information presented in Performance Task #3, students select a controversial topic and write an
argument paper.
Teacher may choose to develop a graphic organizer for step 4.
Teacher may choose to develop an argument paper checklist as well as a guide for evaluating conventions in
step 6.
Student Directions:
The school board is considering changing board policy on several issues, including the group presentation
topics. They are seeking input from the community, including students, for consideration as they deliberate
these issues. Your task is to write a solid argument on one of the group presentation topics (yes, you may
choose your own) to submit to the board.
1. Select a topic.
2. Gather research notes or conduct additional research, if needed. Note: A digital source is required for this
task.
3. Prepare an annotated bibliography assessing the usefulness of each source in supporting the argument’s
claim.
4. Engage in pre-writing to organize the argument: claim, counterclaims, supporting evidence.
21 March 26, 2015
5. Using the information organized in the pre-writing step, create the rough draft.
Note: Teacher and students should carefully review the criteria on the accompanying scoring guides.
6. After engaging in peer revision and editing, individually examine the suggestions and rewrite as needed.
Ultimately, it is YOUR responsibility to revise your paper.
7. Prepare a final draft to submit to the school board.
Scoring Guide – Performance Task #4 (W.9-10.1)
Exemplary
Proficient
Fulfills all of the
 Introduces precise claim(s)
proficient criteria PLUS
 distinguishes the claim(s) from
one of the following:
alternate or opposing claims
 NA
 creates an organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence
 develops claim(s) and
counterclaims fairly, supplying
evidence for each
 points out the strengths and
limitations of claim(s) and
counterclaims in a manner that
anticipates the audience’s
knowledge level and concerns
 uses words, phrases, and clauses
to link the major sections of the
text, create cohesion
 clarifies the relationships
between claim(s) and
counterclaims
 establish and maintain a formal
style
 establish and maintain an
objective tone
 attends to the norms and
conventions of the discipline in
which they are writing
 provides a concluding statement
or section that follows from and
supports the argument
presented
Close to Proficient
Meets 8-10 of
the proficient
criteria.
Comments:


Far from Proficient
Meets fewer than
8 of the proficient
criteria.
22 March 26, 2015
Scoring Guide – Performance Task #5 (W.9-10.5)
Exemplary
Proficient
Fulfills all of the
Develops and strengthens writing as
proficient criteria PLUS
needed by
one of the following:
 Planning
 NA
 Revising
 Editing
 Rewriting or trying a new approach
Focuses on addressing what is most
significant for a specific purpose and
audience
Scoring Guide – Performance Task #4 (W.9-10.7)
Exemplary
Proficient
Fulfills all of the
 Conducts short as well as more
proficient criteria PLUS
sustained research projects to
one of the following:
answer a question (including a self NA
generated question) or solve a
problem
 Narrows or broadens the inquiry
when appropriate
 Synthesizes multiple sources on the
subject
 Demonstrates understanding of the
subject under investigations
Scoring Guide – Performance Task #4 (W.9-10.8)
Exemplary
Proficient
Fulfills all of the
 Gathers relevant information
proficient criteria PLUS
from multiple authoritative print
one of the following:
and digital sources
 NA
 Uses advanced searches
effectively
 Assesses the usefulness of each
source in answering the research
question
 Integrates information into the
text selectively to maintain the
flow of ideas
 Avoids plagiarism
 Follows a standard format for
citation
Close to Proficient
 Meets 4 of the
proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
4 of the proficient
criteria.
Close to Proficient
 Meets 3 of the
proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
3 of the proficient
criteria.
Close to Proficient
Meets 5 of the
proficient
criteria.
Comments:


Far from Proficient
Meets fewer than
5 of the proficient
criteria.
23 March 26, 2015
Student Materials
24 March 26, 2015
Name _______________________
Date ______________________
Unit 5 Common Post-Assessment – Student Copy
Using T or an F, indicate whether a question is true or false. (RI.9-10.8)
1. ____ This statement uses fallacious reasoning: “If you don’t vote for Eddie, you’re a communist!”
2. ____ This statement uses fallacious reasoning: “Voting for Eddie will promote tax cuts.”
3. ____ This statement uses fallacious reasoning: “Choosing 2% milk instead of whole milk reduces fat and calorie
intake.”
4. ____ This statement uses fallacious reasoning: “Drink 2% milk, all the cool kids do it!”
5. ____ This statement uses fallacious reasoning: “If I let you go to the bathroom, everyone will want a pass to the
restroom. Nobody will get their work done and everyone will fail the class.”
6. ____ This statement uses fallacious reasoning: “I am concerned that you will not get your work done if you go
to the restroom right now when you are supposed to be working.”
Read the passage below and answer questions 7-10.
Chief Canassetego was the leader of the Onondaga people, which was one six nations in the Iroquois Confederacy.
Chief Canassetego spoke in Pennsylvania in 1744 on behalf of the Iroquois Confederacy of Nations regarding the
colonial settlers’ desire for the indigenous people to attend schools run by European settlers.
We know you highly esteem the kind of learning taught in these colleges. And the maintenance of our young men,
while with you, would [be] very expensive to you. We're convinced, therefore, that you mean to do us good by
your proposal, and we thank you heartily. But you who are so wise must know that different nations have different
conceptions of things. And you will not, therefore, take it amiss if our ideas of this kind of education happens not
to be the same with yours.
We have had some experience of it. Several of our young people were formerly brought up in the colleges of the
northern province. They were instructed in all your sciences. But when they came back to us, they were bad
runners, ignorant of every means of living in the woods, unable to bear either cold or hunger, knew neither how to
build a cabin, take a deer, or kill an enemy, spoke our language imperfectly, and therefore were neither fit for
hunters, warriors, nor councilors. They were totally good for nothing.
We are, however, not the less obliged for your kind offer, though we decline accepting. To show our grateful sense
of it, if the gentlemen of Virginia shall send us a dozen of their sons, we would take great care in their education,
instruct them in all we know, and make men of them.
25 March 26, 2015
7. What is the central claim of Chief Canassetego’s argument? (RI.9-10.8)
8. What evidence does Chief Canassetego use to support his claim? Cite strong and thorough textual evidence
from the text.(RI.9-10.1)
9. Evaluate Chief Canassetego’s argument. In a brief paragraph explain how his reasoning is valid or is not valid.
(RI.9-10.8)
10. Evaluate Chief Canassetego’s argument. In a brief paragraph explain how is reasoning is relevant and
sufficient – or no.(RI.9-10.8)
Scoring Guide #7 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:
Proficient



NA



Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Close to
Proficient
 NA

Far from
Proficient
NA
Comments:
26 March 26, 2015
Scoring Guide #8 -- (RI.9-10.1)
Exemplary
All proficient criteria plus
any one of the following:

Proficient

NA
Scoring Guide #9 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:
Proficient



NA



Scoring Guide #10 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:



Cites strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
NA



Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Proficient
Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Close to
Proficient
 NA

Far from
Proficient
NA

Far from
Proficient
NA

Far from
Proficient
NA
Comments:
Close to
Proficient
 NA
Comments:
Close to
Proficient
 NA
27 March 26, 2015
Name __________________________
Date __________________________
Common Formative Pre-Assessment – Student Copy
Consider the following claim: Politicians should not be allowed to accept money or gifts over $100. (RI.9-10.8)
1.
Which of the following is the most relevant piece of evidence to support the claim?
Politicians work hard and deserve the occasional gift from those who appreciate them so that they feel
encouraged.
b. Politicians might be tempted to do favors for wealthy people who can afford expensive gifts instead of
doing good for everyone.
c. Politicians have a great deal of power and knowledge, and everyone should let them do what they want.
d. Politicians have a history of rejecting gifts because they are noble people, so there is nothing to worry
about.
a.
Consider the following claim: The age restriction on driver’s licenses should be lowered to fourteen from sixteen
(RI.9-10.8)
2.
Which of the following is the most relevant piece of evidence to support the claim?
a. Students are fourteen when they start high school, and many start to be involved in activities that
require transportation.
b. Fourteen year olds are expected to be mature and responsible, but they don’t get any special privileges
to show this.
c. Drivers’ Education teachers would have more time to teach young drivers to be safe.
Parents always complain about having to pick students up from school, and this would solve it
Using T or an F, indicate whether a statement is true or false. (RI.9-10.8)
3. ____ This statement uses fallacious reasoning: “If you don’t eat spaghetti for lunch, you must be dieting!”
4. ____ This statement uses fallacious reasoning: “Wheat pasta with sauce of vegetables and lean meat is a healthy
food option.”
5. ____ This statement uses fallacious reasoning: “This card game is fun, easy to learn, and doesn’t cost very much.
It’s a good activity for tonight.”
6. ____ This statement uses fallacious reasoning: “Celebrities are trying this new kind of card game. You should,
too.”
7. ____ This statement uses fallacious reasoning: “If you forget your homework, you might do poorly on the paper.
If you can’t write papers, you won’t be successful in college. You have to remember your homework to
have a good life.”
8. ____ This statement uses fallacious reasoning: “Part of responsibility is doing your homework. This kind of
practiced responsibility will help you prepare for more independent learning, like you will do in college.”
28 March 26, 2015
Read the passage below and answer the following questions:
Susan B. Anthony was an American political activist, speaker, and writer. The following passage is
excerpted from the speech she gave in 1872.
Friends and fellow citizens: I stand before you tonight under indictment for the alleged crime of having
voted at the last presidential election, without having a lawful right to vote. It shall be my work this
evening to prove to you that in thus doing, I not only committed no crime, but, instead, simply exercised
my citizen's rights, guaranteed to me and all United States citizens by the National Constitution [...]
It was we, the people; not we, the white male citizens; nor we, the male citizens; but we, the whole
people, who formed the Union. And we formed it, not to give the blessings of liberty, but to secure them;
not to the half of ourselves and the half of our posterity, but to the whole people - women as well as men.
And it is a downright mockery to talk to women of their enjoyment of the blessings of liberty while they
are denied the use of the only means of securing them provided by this democratic-republican
government - the ballot. [...]
Sex can not be a qualification any more than size, race, color or previous condition of servitude. A
permanent or insurmountable qualification is equivalent to a deprivation of the suffrage. In other words, it
is the tyranny of taxation without representation, against which our Revolutionary mothers, as well as
fathers, rebelled. [...]
The only question left to be settled now is: Are women persons? I scarcely believe any of our opponents
will have the hardihood to say they are not. Being persons, then, women are citizens [...] Hence, every
discrimination against women in the constitutions and laws of the several States is today null and void [...]
7. What is the central claim? (RI.9-10.2)
8. What evidence does the author use to support her claim? Cite strong and thorough textual evidence from
the text. (RI.9-10.1)
29 March 26, 2015
9. Evaluate Susan B. Anthony’s reasoning. In a brief paragraph, explain how it is valid or is not valid. (RI.910.8)
10. Evaluate Susan B. Anthony’s use of evidence? In a brief paragraph, explain how it is or is not relevant and
sufficient. (RI.9-10.8).
Scoring Guide #7 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:
Proficient



NA



Scoring Guide #8 -- (RI.9-10.1)
Exemplary
All proficient criteria plus
any one of the following:

NA
Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Proficient

Cites strong and thorough textual
evidence to support analysis of what the
text says explicitly as well as inferences
drawn from the text.
Close to
Proficient
 NA

Far from
Proficient
NA

Far from
Proficient
NA
Comments:
Close to
Proficient
 NA
Comments:
30 March 26, 2015
Scoring Guide #9 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:
Proficient



NA



Scoring Guide #10 -- (RI.9-10.8)
Exemplary
All proficient criteria plus
any one of the following:



NA



Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Proficient
Delineates the argument and specific
claims in a text
Evaluates the argument and specific
claims in a text
Assesses whether the reasoning is valid
Assesses whether the evidence is
relevant and sufficient
Identifies false statements and fallacious
reasoning
Close to
Proficient
 NA

Far from
Proficient
NA

Far from
Proficient
NA
Comments:
Close to
Proficient
 NA
31 March 26, 2015
Name _________________________________
Date ________________
Performance Task # 1
Read “Don’t Retreat on Gun Control,” an essay by Eugene Robinson. As you read, you will identify the reasoning
and then evaluate whether it is valid and if the evidence is relevant and sufficient. You will also identify false
statements and fallacious reasoning.
Steps:
1. Read through the essay, “Don’t Retreat on Gun Control” (below) and determine Robinson’s claim.
Annotate right on the essay.
2. After identifying the claim, re-read the essay and note where Robinson presents his reasoning to support
his claim. Annotate right on the essay.
3. Evaluate the reasoning. Is it valid? Identify false statements and fallacious reasoning. Make notations
right on the essay.
4. Is the evidence relevant and sufficient? Write a brief response at the end of the essay.
Don’t Retreat on Gun Control by Eugene Robinson
http://www.washingtonpost.com/wp-dyn/content/article/2011/01/10/AR2011011006309.html
Tuesday, January 11, 2011
We may not be sure that the bloodbath in Tucson had anything to do with politics, but we
know it had everything to do with our nation's insane refusal to impose reasonable controls on
guns.
Specifically, the rampage had everything to do with a 9mm semiautomatic Glock pistol - a
sleek, efficient killing machine that our lax gun laws allowed an unstable young man to
purchase, carry anywhere and ultimately use to shoot Rep. Gabrielle Giffords in the head. The
weapon also was used to shoot 19 bystanders, killing six of them, including a federal judge and
a 9-year-old girl.
The accused gunman, 22-year-old Jared Lee Loughner, appears to be deranged. But this fact
does not automatically absolve the politicians, partisan activists and professional loudmouths
who spew apocalyptic anti-government rhetoric full of violent imagery. Certainly only
someone "unbalanced" would spray a crowd with deadly gunfire. Only someone on the fringe of society, of sanity - might conceivably hear a slogan such as "Don't Retreat, Instead RELOAD!" and think it not a stirring political metaphor but a direct order.
Pima County Sheriff Clarence Dupnik, in whose jurisdiction the massacre took place, said that
"the rhetoric about hatred, about mistrust of government, about paranoia of how government
operates" has an "impact on people . . . who are unbalanced personalities to begin with."
But Loughner has so far declined to talk to authorities. At this point, it is impossible to know
whether he was thinking about white-hot political discourse or listening to imaginary
transmissions from outer space.
32 March 26, 2015
We do know, however, that Loughner reportedly had a history of drug use and bizarre
behavior. Students and a teacher at a community college that Loughner briefly attended found
him so erratic, confused, menacing and potentially violent that they persuaded college
authorities to bar him from campus pending a psychiatric exam.
Yet on Nov. 30, he was able to walk into Sportsman's Warehouse in Tucson and purchase the
weapon that authorities allege was used in Saturday's rampage. He apparently also bought extra
magazines loaded with ammunition.
To buy the gun, Loughner was required to pass a federal background check - and he did, a
store manager told reporters. It is against federal law to sell a gun to someone who is mentally
ill, but there is no indication that Loughner was ever officially deemed to suffer from mental
illness. Even if he had been, there is a good chance that his name would not have been properly
entered in the National Instant Criminal Background Check System.
According to the Brady Campaign to Prevent Gun Violence, about 80 percent to 90 percent of
disqualifying mental health records are not in the background-check database. Some states
simply don't bother to submit the information; others do so haphazardly. Arizona is neither the
best nor the worst on this score.
In other respects, however, Arizona is one of the most lenient states in the country when it
comes to gun ownership. It is one of only three states - along with Alaska and Vermont - that
allow individuals to carry concealed handguns without a permit. Homeland Security Secretary
Janet Napolitano vetoed "concealed-carry" legislation when she was Arizona's governor. Her
successor, Gov. Jan Brewer, signed the measure into law last year.
Paul Helmke, president of the Brady Campaign, said in a statement that "if Congress had not
allowed the 'Assault Weapons Ban' to expire in 2004, the shooter [Loughner] would only have
been able to get off 10 rounds without reloading. Instead, he was able to fire at least 20 rounds
from his 30-round clip."
The specifics of state and federal gun laws matter greatly - lives are at stake - but we really
need to look at the bigger picture. The Second Amendment is a fact of life. But even recent
Supreme Court rulings have left the door open to effective gun control measures.
We must recognize the obvious distinction between rifles, shotguns and target pistols used for
sport on the one hand, and semiautomatic handguns designed for killing people on the other.
We must decide that allowing anyone to carry a concealed weapon, no questions asked, is just
crazy. And for heaven's sake, we must demand that laws designed to keep guns out of the
hands of lunatics be enforced.
Giffords is a supporter of responsible gun ownership. If we force our elected officials to act
responsibly, the next senseless massacre just might be prevented.
33 March 26, 2015
Scoring Guide PT 1 (RI.9-10.8)
Exemplary
Proficient
 Fulfills all of the
 Delineates the argument and specific
proficient criteria
claims in a text
PLUS the following:
 Evaluates the argument and specific
claims in a text
 Publishes the
 Assesses whether the reasoning is
warning in multiple
valid
formats
 Assesses whether the evidence is
relevant and sufficient
 Identifies false statement and
fallacious reasoning
Close to Proficient
 Meets _4__ of
the proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
_4_of the
proficient criteria.
34 March 26, 2015
Name _______________________________
Date _______________________________
Performance Task # 2
This is a group project focusing on researching a school-centered topic or issue. Note: You will use this
research in the next performance task, Performance Task #3.
This is the task for each group: examine the student handbook, and select a policy that your group would like
changed or abolished (e.g., dancing styles, public displays of affection, cell phone use, use of social media,
dress code).
Research
1. Initial research the topic (beyond information in the handbook).
2. As a group, develop a claim and counterclaim.
3. Independent research:
 identify group members to research and identify evidence to support the claim
 identify group members to research and identify evidence to support the counterclaim
 each student assesses the validity of the reasoning
 each student assesses whether there is relevant and sufficient evidence
 each student identifies false statements and fallacious reasoning
4. In small groups:
 each member shares his/her research findings, assessment of the validity of the reasoning, assessment
of the evidence as relevant and sufficient, identification of false statement and fallacious reasoning
 group determines which evidence they will use to develop their argument in their group presentation
o consider valid reasoning
o consider relevance of evidence
o ensure sufficient evidence
o be prepared to refute false statements and fallacious reasoning
Teacher will determine the product to assess:
 graphic organizer of notes (teacher created)
 annotated articles
 outline
 etc.
35 March 26, 2015
Scoring Guide – Performance Task #2 (RI.9-10.8)
Exemplary
Proficient
Fulfills all of the
 Delineates the argument and specific
proficient criteria PLUS
claims in a text
one of the following:
 Evaluates the argument and specific
 NA
claims in a text
 Assesses whether the reasoning is
valid
 Assesses whether the evidence is
relevant and sufficient
 Identifies false statements and
fallacious reasoning
Close to Proficient
 Meets 4 of the
proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
4 of the proficient
criteria.
36 March 26, 2015
Name ___________________________
Date _______________________
Performance Task # 3
You will be using your research information from the last performance task to develop a panel presentation.
Preparing the Group Presentations:
1. Determine an organizational support: outline, graphic organizer, etc.
 Organize the claim, supporting evidence, counterclaim/s so they are clear, concise, and logical.
 Develop an outline or draft of the presentation, ensuring that development, substance, and style are
appropriate to purpose, audience, and task.
 Develop an outline or draft of the presentation, ensuring that listeners can follow the line of reasoning
and organization.
2. Determine roles/speaking assignments for the group presentation.
3. Rehearse.
Delivering the Group Presentations:
1. Each group makes its presentation as directed.
2. You may choose to take notes on other presentations for use in Performance Task # 4. Your teacher will
provide a brief overview of PT #4.
3. Classmates respond to group presentation in a respectful way.
37 March 26, 2015
Scoring Guide – Performance Task #3 (SL.9-10.4)
Exemplary
Proficient
Fulfills all of the
Presents information, findings, and
proficient criteria PLUS
supporting evidence:
one of the following:
 clearly
 NA
 concisely
 logically
 Presents such that listeners can
follow the line of reasoning and the
organization
Presents so that
 development is appropriate to
purpose, audience, and task
 substance is appropriate to
purpose, audience, and task
 style is appropriate to purpose,
audience, and task
Close to Proficient
 Meets 5 - 6 of
the proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
5 of the proficient
criteria.
38 March 26, 2015
Name ______________________________
Date ___________________________
Performance Task # 4
Directions:
The school board is considering changing board policy on several issues, including the group presentation
topics. They are seeking input from the community, including students, for consideration as they deliberate
these issues. Your task is to write a solid argument on one of the group presentation topics (yes, you may
choose your own) to submit to the board.
1. Select a topic.
2. Gather research notes or conduct additional research, if needed. Note: A digital source is required for this
task.
3. Prepare an annotated bibliography assessing the usefulness of each source in supporting the argument’s
claim.
4. Engage in pre-writing to organize the argument: claim, counterclaims, supporting evidence.
5. Using the information organized in the pre-writing step, create the rough draft.
Note: Teacher and students should carefully review the criteria on the accompanying scoring guides.
6. After engaging in peer revision and editing, individually examine the suggestions and rewrite as needed.
Ultimately, it is YOUR responsibility to revise your paper.
7. Prepare a final draft to submit to the school board.
39 March 26, 2015
Scoring Guide – Performance Task #4 (W.9-10.1)
Exemplary
Proficient
Fulfills all of the
 Introduces precise claim(s)
proficient criteria PLUS
 distinguishes the claim(s) from
one of the following:
alternate or opposing claims
 NA
 creates an organization that
establishes clear relationships
among claim(s), counterclaims,
reasons, and evidence
 develops claim(s) and
counterclaims fairly, supplying
evidence for each
 points out the strengths and
limitations of claim(s) and
counterclaims in a manner that
anticipates the audience’s
knowledge level and concerns
 uses words, phrases, and clauses
to link the major sections of the
text, create cohesion
 clarifies the relationships
between claim(s) and
counterclaims
 establish and maintain a formal
style
 establish and maintain an
objective tone
 attends to the norms and
conventions of the discipline in
which they are writing
 provides a concluding statement
or section that follows from and
supports the argument
presented
Close to Proficient
 Meets 8-10 of
the proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
8 of the proficient
criteria.
40 March 26, 2015
Scoring Guide – Performance Task #4 (W.9-10.5)
Exemplary
Proficient
Fulfills all of the
Develops and strengthens writing as
proficient criteria PLUS
needed by
one of the following:
 Planning
 NA
 Revising
 Editing
 Rewriting or trying a new approach
Focuses on addressing what is most
significant for a specific purpose and
audience
Scoring Guide – Performance Task #4 (W.9-10.7)
Exemplary
Proficient
Fulfills all of the
 Conducts short as well as more
proficient criteria PLUS
sustained research projects to
one of the following:
answer a question (including a self NA
generated question) or solve a
problem
 Narrows or broadens the inquiry
when appropriate
 Synthesizes multiple sources on the
subject
 Demonstrates understanding of the
subject under investigations
Scoring Guide – Performance Task #4 (W.9-10.8)
Exemplary
Proficient
Fulfills all of the
 Gathers relevant information from
proficient criteria
multiple authoritative print and digital
PLUS one of the
sources
following:
 Uses advanced searches effectively
 NA
 Assesses the usefulness of each source
in answering the research question
 Integrates information into the text
selectively to maintain the flow of
ideas
 Avoids plagiarism
 Follows a standard format for citation
Close to Proficient
 Meets 4 of the
proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
4 of the proficient
criteria.
Close to Proficient
 Meets 3 of the
proficient
criteria.
Comments:
Far from Proficient
 Meets fewer than
3 of the proficient
criteria.

Close to Proficient
Meets 5 of the
proficient
criteria.

Far from Proficient
Meets fewer than
5 of the proficient
criteria.
41 March 26, 2015