Youngstown City Schools Curriculum Project
ENGLISH / LANGUAGE ARTS - - Grade 12
Unit #7: PRESENT AND DEFEND A THESIS IDEA (6 Weeks) 2013-14
SYNOPSIS: In this their last Unit of their last ELA course in high school, students will focus on preparing a “thesis” - - or in-depth
study - - to develop in written form and then to deliver orally and defend. Each student will demonstrate his and her mastery of
developing a research question and related questions; locating relevant and valid primary and secondary sources of information to
develop the study; taking notes via paraphrasing, but also capturing direct quotations; preparing an effective outline to organize the
information; and preparing an effective draft of the study. This draft will be circulated among a group of peers in preparation for the oral
presentation. The student will prepare for the oral presentation of the study by creating at least one visual and a one-page handout to
guide the listeners’ attention as the thesis is presented. The “listeners” will have read the draft of the thesis or study to provide
feedback and to prepare questions to pose to the author. Each student will present his or her thesis to the group, and group members
will ask questions of the presenter. The presenter will field each question and provide a valid answer. The written “thesis” will be
submitted as per the guidelines included in the INFORMATION RESEARCH FOLIO - - attached to the Curriculum Map.
STANDARDS
W 12.2
Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and
accurately through the effective selection, organization, and analysis of contents.
a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that
which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and
multimedia when useful to aiding comprehension.
b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete
details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.
c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and
clarify the relationships among complex ideas and concepts.
d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to
manage the complexity of the topic.
e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the
discipline in which they are writing.
f. Provide a concluding statement or section that follows from and supports the information or explanation presented
(e.g., articulating implications or the significance of the topic).
W 12.5
W 12.8
W 12.9
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate
command of Language standards 1–3 up to and including grades 11–12.)
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.
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grades 11-12 Reading standards to literary nonfiction (e.g., “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 Case majority opinions and dissents] and the premises, purposes, and arguments in works of
public advocacy [e/g/. The Federalist, presidential addresses]”)
YCS Grade 12 English/Language Arts: Unit 7 Present and Defend a Thesis Idea 2013-2014
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SL 12.2 Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in
order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting
any discrepancies among the data.
SL 12.3 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.
SL 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.
SL 12.5 Make strategic use of digital media (e.g., textual, graphical, audio, visual and interactive elements) in presentations to enhance
understanding of findings, reasoning, and evidence and to add interest.
SL 12.6 Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate.
(See grades 11-12 Language standards 1 and 3 on page 54 for specific expectations.)
Materials
FICTION
POETRY
DRAMA
ON-LINE / AUDIO
NON-FICTION
Reference materials to
support thesis
Key Terms
General Vocabulary
thesis
diverse
credibility
accuracy discrepancy
rhetoric
stance
premise
perspective
Literary Skills
primary sources
secondary sources
print sources
electronic sources
paraphrasing
capturing direct quotes
MLA style format
Writing Skills
informative text
analysis of content
format
extended definitions
concrete details
varied transitions
syntax
domain-specific
Speaking /Listening and Language Skills
evaluate credibility
integration of multiple sources
point of view
audience
purpose
task
MOTIVATION
TEACHER NOTES
1. Teacher defines THESIS and provides several examples. Students may want to practice their oral
delivery and videotape themselves so they can reflect on strengths and areas that need improvement.
2. Teacher outlines the Unit, clarifying expectations. Be sure to review the FOLIO and the Listening Rubric.
3. Students develop one academic and one personal goal.
TEACHING-LEARNING ACTIVITIES
1. Teacher presents “work plan” of the thesis project; e.g.,
a.
TEACHER NOTES
Explore topic for “thesis” (i.e., a topic of current importance; one that the student can benefit
from knowing as he/she begins college or a career; one that consists of complex ideas and
concepts; e.g., starting a small business; fracking - - yes or no; weather forecasting;
insurance; code-breaking through history; cardiology; a cluster of Supreme Court decisions;
the importance of Niagara Falls; etc.)
[ cont’d ]
YCS Grade 12 English/Language Arts: Unit 7 Present and Defend a Thesis Idea 2013-2014
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TEACHIHNG-LEARNING ACTVITIES
b. Visit library (school, local, at home on-line) to locate sources; during this search, students
narrow their topics to what is available, or, they may need to change topics altogether due to
lack of information. As per the FOLIO guidelines, the project must include primary sources,
secondary sources; and within those both print sources and electronic or digital sources.
Students use the “Validity and Reliability” guidelines in the FOLIO. (W 12.8 and W 12.9)
c.
TEACHER NOTES
Meet with teacher to confirm the appropriateness and sufficiency of the sources and how
they will inform a study or thesis. NOTE: the basic skeleton of the thesis should be apparent;
if not, the teacher can help re-direct.

Steps a - c should be completed in five days.
d.
Students gather information from the sources, paraphrasing as appropriate, and capturing
live quotes as appropriate. NOTE: teacher may need to review, model this step. See FOLIO
for samples. Take eat least five class periods for this step; if done poorly, the entire project will
be compromised. NOTE: these notes taken should include significant and relevant facts,
concrete details, and examples. (W 12.2 a, b)
e.
Students cross-reference material as they collect it (e.g., digital source A says XYZ, print
source D agrees; students use bibliographic formats (MLA) to credit both sources. If sources
disagree, students should so note and include in the paper.
f.
At this stage, grade 12 students should re-reference original sources or branch into other
sources recommended by their original ones. This higher-level scholarship will be required in
their post-high school education. Plus, it helps them learn to cross-check or validate ANY
information.

Steps d - f should be completed in ten days.
g.
Once cards have been completed (and direct quotes captured), students should be able to
sort the information into “piles” that correspond to the development of the topic as a paper.
These piles serve as the basis of the outline. In addition, what visuals or diagrams will be
included, and how will they be transposed into the document? (W 12.2 a, b)
h.
Again, here is another point at which students discover gaps or holes in the development of
their idea and need to search for additional information.
i.
Once the information collected can be organized into a thorough “development” of the thesis,
the outline should be developed. Students meet with teacher to verify, and to be certain of
task, purpose, and audience.

Steps g - i should be completed in five days.
j.
Students translate the outline into a rough draft, using appropriate transitions, precise
language, and a consistent tone. NOTE: students should not fret about “word-smithing” and
other “finishing touches” yet; they will come later (W 12.2 c, d, e)
k.
Once the rough draft has been completed - - including visuals and diagrams, students review
it with the teacher. They discuss the thesis =, and the teacher helps the student move to a
conclusion. As per the standards, students write the conclusion onto the rough draft. (W 12.2
f) [ Note: as meetings with the teacher are completed, students work in 2s to complete step i.

Steps j - k should be completed in three days.
l.
Once the rough draft is complete, students print their drafts, and the drafts are exchanged with
other students (who may or may not be within the 3-4 student presentation groups - - teacher
discretion). The two students meet to review the draft, and the writer strengthens his or her
work with partner feedback. See rubrics in FOLIO. (W 12.5)
[ cont’d ]
YCS Grade 12 English/Language Arts: Unit 7 Present and Defend a Thesis Idea 2013-2014
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TEACHING-LEARNING ACTIVITIES
TEACHER NOTES
m. Each student completes final draft of the written product, and prepare to submit it. In so doing,
he or she plans how to present it orally, including what visual or technological aid / media will
enhance the presentation. Teacher NOTE: by this time, select the presentation groups, and
notify students who is in each group. As students finish their final drafts, they are printed and
circulated among the members of the presentation groups.
Steps l - m should be completed in five days. Students are preparing presentations as
presentation groups are reviewing their finished copies.
n. Each student will present his or her thesis to a small group of peers; the listeners in each group
complete a Listening Rubric. Listeners will also ask questions of each presenter, based on the
thesis papers reviewed. Part of the Listening Rubric will address the quality of response
provided by the presented to these questions. (SL 12.2; SL 12.4; SL 12.4; SL 12.5; and SL
12.6) (See Attachment #1)
2.
Teacher facilitates the work plan.
TRADITIONAL ASSESSMENT
1. Note cards
TEACHER NOTES
2. Outline
2. Goals
AUTHENTIC OR PERFORMANCE ASSESSMENT
TEACHER NOTES
1. Each student will write a thesis statement based on a topic researched for an informational paper.
2. Each student will present and defend their thesis statement.
YCS Grade 12 English/Language Arts: Unit 7 Present and Defend a Thesis Idea 2013-2014
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Attachment #1
LISTENING RUBRIC FOR THESIS PRESENTATION
Name ______________________________________ Date ___________ Period ____ Teacher _____________________
0 = no evidence of this component, or very poorly done
2 = included this component and with few errors
1 = attempted this component, but it was weak
3 = this component was very well done
COMPONENTS OF PRESENTATION
0
1
2
3
Comments
Content (SL 12.2 and SL 12.3)
1. Introduction was compelling, captured interest
2. Body was well-organized, clear, and easy to follow
3. Conclusion was appropriate and led to further inquiry
4. Topic was well-developed and hit important points
5. Referred to valid sources of information /background
6. Speaker’s point of view was clear and thorough
7. Speaker’s point of view well-supported
Sub-total for Content
Accompanying Visuals or Media (SL 12.2; SL 12.5)
8. Included effective visuals / media to augment thesis
9. Selected the appropriate material to illustrate
Sub-total for Visual / Media
Delivery (SL 12.4; SL 12.4; SL 12.6)
10. Language was appropriate to audience, task, and purpose
11. Tone and inflections were appropriate and engaging
12. Posture and gestures were professional and effective
Sub-total for Delivery
Response to Audience Questions
13. Demonstrated awareness of topic and evidence
14. Anticipated questions and was prepared to answer
15. Validated the questioner and dignified the question
Sub-total for Response to Audience
Grand Total
YCS Grade 12 English/Language Arts: Unit 7 Present and Defend a Thesis Idea 2013-2014
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YCS Grade 12 English/Language Arts: Unit 7 Present and Defend a Thesis Idea 2013-2014
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