S1+Kenison,+Alicia

=Stage 1 - Identify Desired Results= English Language Arts B) Writing B1) Interconnected Elements Grade 9-diploma Students use a writing process to develop an appropriate genre, exhibiting an explicit organizational structure, perspective, and style to communicate with target audiences for specific purposes. ||
 * **Establish Goals (MLR):** **(G)** ||
 * Maine Learning Results

//What understandings are desired//

 * **//Students will understand that://** **(U)** ||
 * * different genres can be used in different situations and how to apply each genre to each circumstance.(IE: persuasive is not a technique to use in an analytical paper and narratives are not used in research papers;
 * the best pepers have an organized structure, style and perspective for its assigned audience and how to make each paper grammar free and sufficiently edited by self and peers;
 * applying aspects to their assigned genre, such as: diction, voice and rhetorical effectss are crucial in making a good paper a great paper. ||

//What essential questions will be considered?//

 * **Essential Questions:** **(Q)** ||
 * * Why choosing to write a certain genre over another for each specific assignment is an important task to carry out?
 * How to write in an organizational structure with the perspective, style and projected effect in order to target the specific "audience" (the magazine editor)?
 * How to effectively peer and self edit a paper to make their work the best it can be as well as how to keep an ongoing blog to track progress and new ideas? ||

//What key knowledge and skills will students acquire as a result of this unit?//
> follow a rubric, make checklist, organize data,check for grammar and mechanical errors, give positive feedback,structurally change the set-up of the paper,assure flow and organize, write for your audience, critique and keep a blog); > Personal, Autobio/Bio, Narrative, Poetry, Research, College Essays, Persuasive, Resume, Fiction, Non-Fiction, Fantasy, Science Fiction, Analytical); > Secondary Source,Diction,Voice,Citing, Audience, Brainstorm, Feedback, Rubric). || * Demostrate and teach each genre you taught;
 * **//Students will know://** **(K)** || **//Students will be able to://** **(S)** ||
 * * How to peer-edit and self-edit (to cite,
 * All the different genres of writing (Compare/Contrast, Argument,
 * Vocabulary used in the lessons (Genre, Rhetorical,Style, Primary Source,
 * represent a specific genre clearly through the voice they take n through the pocast and by the aid of their blogs;
 * adapt each genre bto flow n an organized manner by adding a specific voice, diction, and rhetorical effects for the given audience;
 * compare and contrast the differences and similarities between sources and citing (MLA/APA);
 * consider the pros and cons of writing through reading peers drafts and editing while using the rubric as a guide;
 * self-assess and peer-assess their drafts to assure that they are error-free and well-organized before handing them in to be graded. ||


 * 2004 ASCD and Grant Wiggins and Jay McTighe.**