Running Head: Unit Plan

Introduction
This unit plan is an example of how I construct a large section of learning. In this case, I
have designed a unit on rhetorical analysis that I hope to teach my students at the end of the
spring 2016 semester. This plan contains a day-by-day calendar of lessons, an explanation of the
units purpose, a list of Common Core State Standards that align with the plan, and much more
information that details the most crucial aspects of the unit.
My unit plan provides the students with a Big Idea and Essential Questions to help them
focus on the big picture of the learning and to motivate them to learn (InTASC Standard 1: d, j;
Standard 2: c; Standard 3: i; Standard 4: r). It also describes the two week learning plan in detail
through a calendar, so that I can correctly pace instruction. To make it easier for me to keep track
of what I am teaching each day, the calendar contains descriptions of the major activities of each
Honors English 10 class period, organized by content topics and general activities (InTASC
Standard 1: b, d, f; Standard 2: a, c, l; Standard 3: b; Standard 4: h; Standard 5: e, f, o; Standard
6: a, d, e, j, k, t; Standard 7: a, c, p; Standard 8: b, e, h, q; ISTE NETS-T Standard 1(a, b, d);
Standard 2(a); Standard 4(a)).

2
Unit Plan

Rhetorical Analysis and ArgumentUnit Plan

Topic: Rhetorical Analysis and Argument

Title:

Argue with Me
Subject/Course: Honors English 10

Grades: 10

Stage1---Desired Results
Content Standards: 910.RI.1-6, 910.RI.8, 910.W.1-2, 910.W.4-5, 910.W.9, 910.SL.1, 910.SL.3, 9
10.L.2, 910.L.5
Enduring Understanding/Big Idea: People use rhetorical strategies to influence others through writing,

speaking, and even art. We encounter these strategies every day and frequently employ them ourselves, even if
we do not realize it.
Essential Questions: Write 2- 4 questions..

How do leaders convince people to follow them?

Why are some arguments successful and others are not? What role does rhetoric play in this?
What makes a written argument different from a spoken argument? Is there a difference?
Stage 2----Assessment Evidence
Unit (Summative) Assessment:

The summative assessments for the unit will be the rhetorical analysis of an argumentative article and the
counterargument to that same article. Each one will consist of a short essay that is 1-2 pages long and uses or
discusses rhetorical devices to support the argument.
Description of Unit:

During the spring semester, I am going to teach a unit on rhetorical analysis and argument that will culminate in
the students rhetorically analyzing an argumentative article and forming a counterargument to that same article.
They will read and view various pieces of rhetoric and learn how to identify different strategies that people use
to have an impact on the audience.
Stage 3----Learning Plan
Learning Activities:

Pages 3-6
Resources and Materials
List of rhetorical devices
Computer
Projector
Projector screen
PowerPoints
White board
YouTube speech video
Venn diagram
Lined paper
Short essay format handout

3
Unit Plan

Seven argumentative articles

Rhetorical analysis worksheet

4
Unit Plan

Monday

Tuesday

Content
Topics:
Argument /
What is
Rhetorical
Analysis?

Content
Topics:
Rhetorical
Devices

Wednesday
(Block)
Content Topics:
Analyzing an
Speech vs. Writing
/ Rhetorical
Analysis

General
Activities:
General Activities:
General
Warm-Up
Warm-Up
Activities:
Give the
Speech vs.
Warmstudents a
writing small
Up
list of
group and
Argume
common
class
nt vs.
rhetorical
discussion: is
Rhetoric
devices
there a
al
Go through
difference in
analysis
technique?
some of the
class

Show a speech
list and
discussio
have the
on the
n: is
students
projector
there a
provide
screen
connecti
their own
Have the
on?
examples
students read
Small
of each
an
group
rhetorical
argumentative
discussio
device.
article on the
n about
Provide the
same topic
what
students
Have the
makes an
with an
students
argumen
argumentati
complete a
t
ve article
Venn diagram
effective The
to
Students
students
compare/contr
will come
will discuss
ast the
up with a
and answer
rhetorical
list of
in groups
strategies used
elements
which
in the speech
that they
rhetorical
and the article
believe
devices the Rhetorical
make an
author uses
analysis
argumen
in the
practice: the
t
article to
students will

Thursday
(Block)
Content Topics:
Analyzing an
Speech vs. Writing
/ Rhetorical
Analysis
General Activities:
Warm-Up
Speech vs.
writing small
group and
class
discussion: is
there a
difference in
technique?
Show a speech
on the
projector
screen
Have the
students read
an
argumentative
article on the
same topic
Have the
students
complete a
Venn diagram
to
compare/contr
ast the
rhetorical
strategies used
in the speech
and the article
Rhetorical
analysis
practice: the
students will

Friday
Content Topics:
Identifying
Rhetorical
Devices
General
Activities:
Warm-Up
Format for the
short essays
that the
students will
write at the
end of the
unit: handout
and discussion
Present the
students with
five articles
Explain the
topic of each
one and allow
the students to
choose one of
them to
discuss in
their short
essays
The students
will read and
annotate their
articles in
groups,
looking for
rhetorical
devices

5
Unit Plan

effective
They will
write the
elements
on the
whiteboa
rd so
that we
can all
see what
the
majority
of the
students
know
about
argumen
t
Discussio
n about
how
people
persuade
others to
follow
them:
what is
rhetoric?

make
his/her
argument

Monday

Tuesday

Content
Topics:
Short
Rhetorical
Analysis
Essay
Outlines

Content
Topics: Short
Rhetorical
Analysis
Essays
Rough Drafts
and Editing

General
Activities:
WarmUp

General
Activities:
Warm-Up
The

individually
write long
paragraphs
discussing the
rhetorical
devices that
the
authors/speake
rs of the
speech and the
article utilized
in their
arguments
The students
will discuss
their answers
as a class.

individually
write long
paragraphs
discussing the
rhetorical
devices that
the
authors/speake
rs of the
speech and the
article utilized
in their
arguments
The students
will discuss
their answers
as a class.

Wednesday
(Block)
Content Topics:
Counterarguments

Thursday
(Block)
Content Topics:
Counterarguments

General Activities:
Warm-Up
The students
will turn in the
final drafts of
their short
rhetorical
analysis
essays.

General Activities:
Warm-Up
The students
will turn in the
final drafts of
their short
rhetorical
analysis
essays.

Friday
Content Topics:
Short
Counterargument
EssaysRough
Drafts and
Editing
General
Activities:
Warm-Up
The students
will write the

6
Unit Plan

Quick
review of
what is
expected
in a
rhetorica
l analysis
through

a class
discussio
n
Have the
students
fill out a
rhetorica
l analysis
workshe
et about
their
article in
small
groups
The
students
will
create
outlines
for their
1-2 page
rhetorica
l analysis
essays in
groups
They will
trade
and edit
their
outlines
with
other
students
who are
writing

students
will write
the rough
drafts of
their short
rhetorical
analysis
essays
Exchange
the rough
drafts with
other
students
and edit
them
Discuss the
elements
that are
effective
and the
elements
that need
work in
pairs (each
student will
be paired
with the
person who
edited
his/her
rough draft)

Class
discussion of
what makes an
effective
counterargume
nt
Have the
students
practice
counter
arguing
through an
activity: give
each small
group three
random
arguments and
have them
create three
arguments
against them.
Each group
will present
the original
argument and
their
counterargume
nt and I will
give them
feedback.
The students
will return to
the articles
they chose on
Friday and
brainstorm
counterargume
nts to those
articles in
groups
The students
will create
outlines for

Class
discussion of
what makes an
effective
counterargume
nt
Have the
students
practice
counter
arguing
through an
activity: give
each small
group three
random
arguments and
have them
create three
arguments
against them.
Each group
will present
the original
argument and
their
counterargume
nt and I will
give them
feedback.
The students
will return to
the articles
they chose on
Friday and
brainstorm
counterargume
nts to those
articles in
groups
The students
will create
outlines for

rough drafts
of their short
counterargum
ent essays
Exchange the
rough drafts
with other
students and
edit them
Discuss the
elements that
are effective
and the
elements that
need work in
pairs (each
student will
be paired with
the person
who edited
his/her rough
draft)
The final
drafts will be
due on
Sunday night
on
turnitin.com

7
Unit Plan

about
different
articles

their short
counterargumentative
essays (1-2
pages)
They will
trade and edit
their outlines
with other
students who
are writing
about different
articles

their short
counterargumentative
essays (1-2
pages)
They will
trade and edit
their outlines
with other
students who
are writing
about different
articles