We then reflected on foundational knowledge, application goals, integration goals, human dimension goals, caring goals, and "learning how to learn" goals. Below you will find the reflections that led to our 3 Column Table.

Foundational Knowledge

• What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?

  • Academic vocabulary terms: argument, claim, evidence, reasoning, counterclaim, rebuttal, citation, citation format, analysis, conclusion.

  • Concepts: The reader must understand the structure of an argument, identifying evidence, analyzing reasoning, and recognizing counterclaims.

• What key ideas (or perspectives) are important for students to understand in this course?

  • Argumentation is a fundamental skill, essential for expressing ideas and opinions.

  • Understanding evidence and reasoning is crucial for constructing a persuasive argument.

  • Creating mental images while reading/listening can enhance comprehension in argumentative texts.

Application Goals

• What kinds of thinking are important for students to learn?

  • Critical thinking, in which students analyze and evaluate:

    • Make inferences

    • Draw conclusions

    • Interpret persuasive language.

    • Interpret argumentative texts.

• Creative thinking, in which students imagine and create:

  • Create visual representations of persuasive language.

  • Create visual representations of argumentative elements.

• Practical thinking, in which students solve problems and make decisions.

  • Apply knowledge of argumentative elements to understand persuasive texts.

  • Make decisions in order to construct authentic arguments.

• What important skills do students need to gain?

  • Students need to be able to read argumentative texts.

  • Students need to understand argumentative elements.

  • Students need to understand argumentative structure.

  • Students need to be able to write arguments.

  • Students need to be able to construct authentic arguments.

  • Students need to be able to reflect on their learning and journal their questions, new understandings, and connections.

• Do students need to learn how to manage complex projects?

  • Students will manage the construction of authentic arguments that showcase their knowledge and understanding of argumentative structure and elements.

Integration Goals

• What connections (similarities and interactions) should students recognize and make:

• Among ideas within this unit?

  • Students should understand that argumentation is a crucial skill applicable to various subjects.

  • Students should recognize that persuasive language aims to influence opinions.

• Among the information, ideas, and perspectives in this unit and those in other units or areas?

  • Students should connect to prior knowledge of persuasive techniques.

  • Students should be familiar with terms like evidence, reasoning, and counterclaim in different contexts.

• Among material in this unit and the student's own personal, social, and/or work life?

  • Students should recognize that arguments and persuasive elements are encountered in everyday situations.

  • Students should connect with real-world examples of effective persuasion.

Human Dimensions Goals

• What could or should students learn about themselves?

  • Students should learn that they can express their opinions effectively through argumentation.

  • Students should learn to voice their opinions and ideas confidently.

• What could or should students learn about understanding others and/or interacting with them?

  • Students should learn how to collaborate and work with others.

  • Students should learn how to listen to others' opinions and perspectives with an open mind.

Caring Goals

• What changes/values do you hope students will adopt? Feelings? Interests? Values?

  • Feelings: growth mindset, learners’ mindset, build confidence and engagement in reading through argumentative texts.

  • Interests: persuasive language, argumentative structures, reading, constructing arguments.

  • Values: collaboration, ownership of learning, failing forward, growth mindset.

"Learning-How-to-Learn" Goals

• What would you like for students to learn about:

  • How to be good students in a unit like this?

    • Collaboration: work together and participate in group discussion.

    • Independent Learning: Take ownership of your own learning.

    • Open-Minded: Listen to all other ideas.

• How to learn about this particular subject?

  • Choice: Give students choice on what arguments they would like to analyze.

  • Authentic Learning: Construct an authentic argument that addresses a personal, social, or academic issue.

• How to become a self-directed learner of this unit, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it?

  • Have a reflection journal to document learning needs, plans, and learning.