Unit 1: Better Together (1.1.1)

Are weBetter together?

unit 1 overview

start

Introduction

There may be times in life when you have to rely on yourself: your abilities, motivations, and knowledge. On the other hand, you might experience events or situations in which you benefit from working as a community. Chat?

next page

Unit 1 overview:

This unit investigates if people are more effective when they work as individuals or as a group by answering the question, Are we better together?

next page

Are we better together?

Unit Overview

Study a selection of poems, articles, books, and videos.

Develop reading, writing, speaking, and listening skills.

Two quizzes

One test

Two assignments - one project

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

ArgumentativeEssay Baseline

Objective: learners can create a baseline writing sample.

Form a reference point to compare your writing progress throughout the course.

picture

Create a picture of your current writing skills

Baselines

Baseline writing samples are nongraded activities.

refer back

baseline writing samples

"A journey of a thousand miles begins with a single step."

baseline argumentative essay

Today, you will practice writing an argument. You have three prompts from which to choose. You can respond to the prompts in a number of ways:

Typing in edio text box.

Write it in Word and upload it to edio.

Write it on a piece of paper and send me a picture of it.

?

?

today's assignment:

!

You will select ONE prompt to respond to in the 10 minute time frame. (Creativity, critical thinking, fluency...)

?

?

!

Should schools require students to read a certain number of classic literature books each year, or should they focus on more contemporary texts?

prompts

today's assignment:

Should ELA classes teach students how to use artificial intelligence (AI) writing tools, or should they focus on teaching the fundamentals, ignoring recent technological innovations?

Should schools limit the usage of technology in the classroom, or should they allow students to use technology freely in the classroom?

Before you start writing, consider the following:

Advice

clear stance on the topic or issue

justifications for the stance

details such as facts to support your stance

considers the opposing side of the argument

includes information to defend the stance taken

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

Argument: Pepsi is better than Coke

Advice

clear stance on the topic or issue

justifications for the stance

details such as facts to support your stance

considers the opposing side of the argument

includes information to defend the stance taken

Pepsi is better.

Pepsi is sweeter than Coke, Pepsi gives me more energy

contains a bit more sugar (sweeter) and has more caffeine

Coke has less calories

Pepsi only has 10 more calories than Coke

Organize the plan around a topic or concept that you want to teach in a specific timeframe (usually short). It needs to make sense on its own and have the aim of helping students acquire the knowledge.

Plan and select the content and think about the strategies, processes, and skills you want to put into practice with your students to achieve the objectives you've set.

Divide your plan into stages or steps. We're suggesting the most common ones but you can expand on them and/or change their names.

Move from the simple to the more complicated. Learning should be gradual and progressive. Start from where students are and what they already know. Link the activities with a meaningful common thread. Each activity should be a rung on the ladder, allowing them to progress in their learning.

Set learning objectives or outcomes. What new skills or abilities will students have when they finish this unit?

sustainedwriting practice

10 minutesGoal: see how much writing you can complete about the topic, give you time to write continuously about a topic, apply the writing techniques you notice and learn.

03:00

07:00

wrong answer...

wrong answer...