LW English - District Curriculum: Writing/Research Strand
Department: English
Understanding by Design
Course: English 2 Honors
Standard(s): Common Core Standards ELA
LA.9-10.W.9-10.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization
that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and
limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships
between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented
LA.9-10.W.9-10.4 - Produce clear and coherent writing in which the development, organization, and style are
appropriate to task, purpose, and audience.
LA.9-10.W.9-10.5 - Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new
approach, focusing on addressing what is most significant for a specific purpose and audience.
LA.9-10.W.9-10.6 - Use technology, including the Internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link to other information and to display information flexibly and
dynamically.
LA.9-10.W.9-10.7 - 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.
LA.9-10.W.9-10.8 - 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.
LA.9-10.W.9-10.9 - Draw evidence from literary or informational texts to support analysis, reflection, and research.
LA.9-10.W.9-10.10 - Write routinely over extended time frames (time for research, reflection, and revision) and shorter
time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
Stage 1: Desired Results
Understandings
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Students will master a set of skills and use these skills with a greater degree of sophistication to promote clarity and
conciseness in their writing.
Students will understand how to research and organize materials for both oral and written projects.
Students will continue to use MLA documentation.
Students will continue to submit materials electronically.
Students will evaluate and select sources based upon the credibility of both print and electronic sources, including
research databases.
Essential Questions
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How do we write to promote and support our
viewpoint?
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How can revision be incorporated into the writing
process?
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Why is it important to establish and maintain focus and
organization in writing?
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How can one be successful at writing during a timed
situation?
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How do research skills help students support and
validate their points?
Knowledge & Skill
Students will be able to:
o locate/access a variety of materials including print,
web-based, and electronic database sources
o use MLA format for documentation
o create a Works Cited page
o submit papers electronically
o identify and utilize:
- structure: attention-getter, introduction of
subject, funnel introduction, summary of points,
concluding statement, inverted funnel conclusion
- multiple paragraph essays: utilizing the basic
structure of introduction, body paragraphs
(following topic sentence, assertion, evidence,
elaboration, clincher sentence)
- thesis: provable, dynamic, argumentative
- pre-writing, organizational patterns, time
management for timed writings
- conferencing, revising, and rewriting
Stage 2: Assessment Evidence
Performance Task Summary
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Diagnostic essay
1-2 formal papers outside of class per quarter
Every unit must contain a written portion (essay
question, in class write, quotation/significance
response, etc.)
Research paper
Organizational methods: annotated articles and
outlines
Evidence of citing material correctly in papers
Successful submission of materials electronically
Rubric Titles
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In Class Writing Rubric
Literary Analysis Paper Rubric
Formal Paper Rubric
Self-Assessments
Self-Edit and Peer/Class Edit of papers
Other Evidence, Summarized
Writing Final Exam
Self-Reflection and evaluation of papers
Stage 3: Learning Activities
Example Activities (will vary by teacher and class/student needs):
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complete various pre-writing activities
write informally through journals
incorporate correct grammar into writing
revise and rewrite
self and peer edit
locate/access/evaluate more sophisticated sources (especially scholarly articles)
evaluate appropriate internet sources
organize materials logically
create an Annotated Bibliography
blend original elaboration and research with greater fluency
document sources using MLA format
create a Works Cited page
submit materials to Turnitin.com
Persuasive Research Essay
(AP novel literary analysis paper)