2015-2016 Curriculum Blueprint
Grade: 12
Course Descriptions: English 4 / English 4 FCP
Unit 3: Writing an Argument (Collection 3)
Text Complexity Measures: Lexile Band 1180L-1590L
Qualitative Rubrics: Literary, Informational
Approximate
Time:
6 Weeks
Unit Overview
By the end of Unit 3, students will be able to write a proposed solution on a global issue using the format of an editorial. Collection 3 is the best collection for this task, as students will
be able to not only explore different authors’ use of rhetorical devices through the theme of injustice but will also analyze documents of historical and literary significance.
The assignments and performance tasks in this unit focus on the overarching LAFS.K12 focus standards of R.1.3 (Analyze how the author unfolds an analysis or series of ideas or events,
including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them), R.3.7 (Analyze various accounts of a
subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account), R.3.8 (Delineate and evaluate the
reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the
premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses), W.3.7 (Conduct short as well as more sustained research projects to
answer a question (including a self-generated 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), and W.3.8 (Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding
plagiarism and overreliance on any one source and following a standard format for citation).
Common Performance Task
R.3.7; R.3.8; W.3.7
After reading the anchor text along with other texts in this collections, and researching a proposed solution on a current global issue, write an editorial in which you identify a problem
in the author’s/speaker’s reasoning, line of argument, or delivery, and propose a solution. Support your position with evidence from texts.
[Cognitive Demand: Problem-Solution; LDC Template Task A 10]
FSA Argument Rubric
Learning Goals
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Students will be able to:
Determine an author’s point of view or purpose when the author uses satire,
sarcasm, irony, or understatement. Scale
Delineate and evaluate the reasoning in seminal U.S. texts. Scale
Evaluate the premises, purposes, and arguments in works of public advocacy.
Analyze documents of historical and literary significance for themes, purpose,
and rhetorical features. Scale
Conduct research to answer a question and synthesize multiple sources on the
subject, demonstrating understanding of the subject under investigation. Scale
Sample Essential Questions
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How does the discrepancy between what is said and what is meant affect point of view?
What rhetorical devices and elements are included in seminal U.S. texts to persuade
audiences?
What are ways that I can use multiple resources and formats to answer questions or
solve problems?
How can I use credible information to support my claims and counterclaims in an
argument?
How can decide if a text is valid, reliable, biased, and appropriate when conducting
research to support my claim?
12th Grade Draft | December 2015
Cluster of Focus Standards
*The LAFS.K12 Standards are broken down into grade level specific standards. *Utilize the Standards One Pagers for full standard, standards-based question stems, and examples of
unpacking the standard into specific skills.
Link to Webb’s DOK Guide
Speaking and Listening
Reading
Writing
LAFS.1112.SL.1.3 (DOK 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.
LAFS.1112.SL.2.4 (DOK 3)
Present information, findings, and
supporting evidence, conveying a clear and
distinct perspective, such that listeners can
follow the line of reasoning, alternative or
opposing perspectives are addressed, and
the organization, development, substance,
and style are appropriate to purpose,
audience, and a range of formal and
informal tasks.
Language
LAFS.1112.RI.3.7 (DOK 3) Determine an author’s point of view or purpose in a text in which
the rhetoric is particularly effective, analyzing how style and content contribute to the
power, persuasiveness or beauty of the text.
LAFS.1112.RI.3.8 (DOK 3)
Delineate and evaluate the reasoning in seminal U.S. texts, including the application of
constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority
opinions and dissents) and the premises, purposes, and arguments in works of public
advocacy (e.g., The Federalist, presidential addresses).
LAFS.1112.RI.3.9 (DOK 3)
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents
of historical and literary significance (including The Declaration of Independence, the
Preamble to the Constitution, the Bill of Rights, and Lincoln’s Second Inaugural Address) for
their themes, purposes, and rhetorical features.
LAFS.1112.W.3.7 (DOK 2) 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.
LAFS.1112.W.3.8 (DOK 2)
Gather relevant information from multiple
authoritative print and digital sources, using
advanced searches effectively; assess the
strengths and limitations of each source in
terms of the task, purpose, and audience;
integrate information into the text
selectively to maintain the flow of ideas,
avoiding plagiarism and overreliance on any
one source and following a standard format
for citation.
LAFS.1112.L.2.3 (DOK 3)
Apply knowledge of language to
understand how language functions in
different contexts, to make effective
choices for meaning or style, and to
comprehend more fully when reading or
listening.
a. Vary syntax for effect, consulting
references (e.g., Tufte’s Artful Sentences)
for guidance as needed; apply an
understanding of syntax to the study of
complex texts when reading.
12th Grade Draft | December 2015
Priority Texts
“Speech on the Vietnam War, 1967” by Martin Luther King Jr. (p. 151)
 Speech
 Lexile 1290
 Focus: RI.3.8
 Critical Vocabulary words and practice: p. 167
from “The Crisis” by Thomas Paine (p. 169)
 Essay
 Lexile: 1180
 Focus: RI.3.9
 Critical Vocabulary words and practice: pg. 176
“A Modest Proposal” by Jonathan Swift (p. 199)
 Satire
 Lexile: 1590
 Focus: RL.2.6
Sample Assignments
“Speech on the Vietnam War, 1967”
LAFS.1112.RI.3.8- In a constructed response, answer questions 5 and 6 on page 166.
from “The Crisis” by Thomas Paine (pg 169)
LAFS.1112.RI.3.9- Analyze foundational documents. Annotate the text for the following:
 Words and phrases that appeal to pathos
 Words and phrases that appeals to ethos
 Words and phrases that appeal to an association for acceptance or prestige
 Words and phrases that use an appeal to authority to help persuade the reader
(See page 174 for reference))
Once finished, have students complete an outline for an extended response using their
annotations respond to EQ2
“A Modest Proposal”
LAFS.1112.RL.2.6- In a constructed response, answer questions 1 and 3 on page 210.
Suggested Contributing Texts”
“Third World America” by Alison Wright (p. 213A)
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Photojournalism
Lexile: 1260
Focus: RI.3.7
“Imagine the Angels of Bread” by Martin Espada (p. 217A)
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Additional Activities
Media Activity: Photo Essay
Writing Activity: Poem
Integrate and Evaluate Information > Level Up Tutorial > Analyzing Visuals
Analyze Word Choice: Tone > Level Up Tutorial > Tone
Delineate and Evaluate an Argument: Inductive Reasoning > Level Up Tutorial >
Analyzing Arguments
Poem
Lexile: N/A
Focus: R.L.2.4
12th Grade Draft | December 2015