Unpacking Standards
Every teacher must craft their lessons around one or more Common Core standards, but in order to create a lesson a teacher must first "unpack" their standards. Goodwin and Hubbell (2013) state, "oftentimes, embedded in a single standard are multiple concepts, ideas, and skills that students must learn in order to master the overall standard". (Be Demanding, Item 1, I unpack standards to clarify what students must learn, para. 1) Therefore, unpacking a standard helps a teacher determine the individual requirements that must be addressed in their lesson, as well as steer their lesson in a manner that covers one or several Common Core standards.
For this portion I will demonstrate unpacking by using a standard that I unpacked for a parliamentary debate class that I taught to a fellow teacher. A helpful tutorial for unpacking standards can be found HERE.
Common Core Standard
CCSS.ELA-LITERACY.SL.11-12.4 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 (Common Core State Standards Initiative, 2012).
Unpacking the standard
In order to properly teach my class I needed to identify the skills that my student needs to master as they relate to parliamentary debate. Here is how I unpacked the standard:
· The student will demonstrate the ability to use the Internet to research in an efficient manner and identify appropriate sources.
· The student will know the four kinds of evidence that are used in debate (examples, common sense, expert opinions, and statistics) and understand how to properly include evidence in an argument so that it supports his case.
· The student will know the three components of a basic argument (claim, warrant, and evidence) and how each component is used to build a logical, substantive, persuasive argument with a clear line of reasoning.
· The student will understand how to address opposing arguments as well as how to show the ability to argue in support of the opposition in order to demonstrate an understanding of the two sides of an argument and to show the highest degree of differentiation between the two teams in a debate.
· The student will understand the different kinds of rebuttals and demonstrate the ability to attack relevance, assumptions, impacts, leaps of logic, hung arguments and examples.
· The student will understand how to utilize formal and casual registers, modulate his diction to emphasize important points, and present his arguments in an organized, common sense manner in order to persuade the audience and make it easy for them to support his case.
Essential Question
Now that the standard is unpacked it is important that I now work on asking one or more essential questions that can help my student find personal relevance in my lesson.
My essential question is this:
What are the fundamentals of good argumentation and how can they be used to convey a logical, distinct perspective that will gain support from the target audience?
For this portion I will demonstrate unpacking by using a standard that I unpacked for a parliamentary debate class that I taught to a fellow teacher. A helpful tutorial for unpacking standards can be found HERE.
Common Core Standard
CCSS.ELA-LITERACY.SL.11-12.4 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 (Common Core State Standards Initiative, 2012).
Unpacking the standard
In order to properly teach my class I needed to identify the skills that my student needs to master as they relate to parliamentary debate. Here is how I unpacked the standard:
· The student will demonstrate the ability to use the Internet to research in an efficient manner and identify appropriate sources.
· The student will know the four kinds of evidence that are used in debate (examples, common sense, expert opinions, and statistics) and understand how to properly include evidence in an argument so that it supports his case.
· The student will know the three components of a basic argument (claim, warrant, and evidence) and how each component is used to build a logical, substantive, persuasive argument with a clear line of reasoning.
· The student will understand how to address opposing arguments as well as how to show the ability to argue in support of the opposition in order to demonstrate an understanding of the two sides of an argument and to show the highest degree of differentiation between the two teams in a debate.
· The student will understand the different kinds of rebuttals and demonstrate the ability to attack relevance, assumptions, impacts, leaps of logic, hung arguments and examples.
· The student will understand how to utilize formal and casual registers, modulate his diction to emphasize important points, and present his arguments in an organized, common sense manner in order to persuade the audience and make it easy for them to support his case.
Essential Question
Now that the standard is unpacked it is important that I now work on asking one or more essential questions that can help my student find personal relevance in my lesson.
My essential question is this:
What are the fundamentals of good argumentation and how can they be used to convey a logical, distinct perspective that will gain support from the target audience?
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To access Item 2- Set Learning Goals please click here
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