achieving through freshman seminarplans, activities, and achieve3000 articles to help teachers meet...
TRANSCRIPT
ACHIEVING THROUGH
FRESHMAN SEMINAR:
FRESHMAN SEMINAR 9
SUMMER 2016
2
BELLMORE-MERRICK
CENTRAL HIGH SCHOOL DISTRICT
BOARD OF EDUCATION
2016-2017
Janet Goller, President
Nancy Kaplan, Ed.D., Vice President
Marion Blane Lisa Katz
JoAnn DeLauter Nina Lanci
Wendy Gargiulo Gina Piskin
CENTRAL ADMINISTRATION
John DeTommaso
Superintendent of Schools
Mara Bollettieri, Psy.D.
Deputy Superintendent
Kate Freeman
David Seinfeld
Assistant Superintendents
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ACHIEVING THROUGH
READING:
FRESHMAN SEMINAR 9
Written by:
Julie Rosslee (Calhoun High School)
Project Administrator: Kim A. Serpe
District Chairperson - English
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TABLE OF CONTENTS
UNIT PAGE NUMBERS
INTRODUCTION 5
CURRICULUM MAP 6-9
FRESHMAN SEMINAR 9 10 – 27
5
INTRODUCTION
This curriculum guide was created in response to the Common Core Learning Standards which
requires all students to be college and career ready in the following areas: Reading for Literature,
Reading for Informational Texts, Writing, Speaking and Listening, and Language. Freshman
Seminar teachers will continue to use Achieve3000 as a literacy tool for ninth grade students
with an emphasis on utilizing articles that relate to a specific informational theme for the quarter
or major literary works taught in ninth grade.
The curriculum guide contains a yearly overview, divided by quarter, suggested mini-lesson
plans, activities, and Achieve3000 articles to help teachers meet the Common Core Learning
Standards and address specific informational topics as well as themes from various freshman
major literary works. All of the mini-lessons identify the grade level specific Common Core
Learning Standards and reading and writing strategies that are addressed.
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Curriculum Map - Achieve3000 Freshman Seminar
Quarter 1 Quarter 2 Quarter 3 Quarter 4
Theme & Content Connections: ● Identity/Role in the ● World/Service Learning
Theme & Content Connections:
● Health & Wellness
Theme & Content Connections: ● Controversial Issues
Theme & Content Connections:
Financial Hardship and Labor
Strategy ● Writing:
○ Summary ● Reading:
○ Generating Questions ○ Chronological
Sequence ○ Summarizing
Strategy ● Writing:
○ Informative ● Reading:
○ Cause & Effect ○ Problem &
Solution ○ Reading &
Interpreting Charts/Graphs
Strategy ● Writing:
○ Argument ● Reading:
○ Citing Evidence ○ Main Idea/Supporting
Details ○ Reading &
Interpreting Charts/Graphs
Strategy ● Writing:
○ Argument ● Reading:
○ Citing Evidence ○ Primary &
Secondary Sources
○ Previewing Text and Visual Features
Sub-Skills ● Activating Prior Knowledge ● Determining Key Ideas/Topic
Sentences
Sub-Skills ● Activating Prior
Knowledge ● Interpreting Functional
Documents (search in Achieve/Content)
● Organizing Information Chronologically
● Using Questions to Guide Understanding
Sub-Skills ● Activating Prior Knowledge ● Citations
Sub-Skills ● Activating Prior
Knowledge ● Citations ● Notemaking ● Concession Statements
Resources ● G/O: Asking and Answering
Questions ● G/O: Sequence of Events Chart ● G/O: K-W-L Chart ● G/O: Key Points
Resources ● K-W-L Chart ● Multiple Causes,
Single Effect ● Single Cause, Single
effect
Resources ● K-W-L Chart ● Main Idea Chart ● Evidence Building Chart
Resources ● G/O Key Ideas ● G/O Evidence Building ● G/O Fact/Feeling Journal ● G/O Key Ideas
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● G/O: Main Idea Chart ● LESSON PLAN: Generating
Questions ● Lesson Plan: Understanding
Text Structure-Chronological Sequence
● Lesson Plan: Summarizing
Special Projects (Bonus, Writing Center, Contests)
●
Special Projects (Bonus, Writing Center, Contests)
● “Make the Break” ● Achieve Holiday
Contest
Special Projects (Bonus, Writing Center, Contests)
● “Check the Facts” (Bonus Lesson: Good to make into a Writing from Sources)
● “It’s All in the Genes”
Special Projects (Bonus, Writing Center, Contests)
● “Privacy in the Digital Age” (Bonus Lesson: Good to make into a Writing from Sources)
Strategy Articles Generating questions: “Get in the Game: Trainers Needed!” “The Ride of the Future?” “For Sale: Your Stuff!” “The Lost People” Chronological Sequence: “Mystery Ship Found!” “The Art of Funny” “The City That Wants To Get Smaller” “A New Space Plan” Summarization: “Volcano Puts on a Show” “Empty Nests” “Put Down That Doughnut” “Heroes in Sports, Heroes in Life” “I Am Malala” “Putting a Friend First” “Saving the Macaw” “Lost Languages” “Where Did This Money Come From?”
Strategy Articles ● “Have a Ball”
(functional document - Cause/Effect)
● “New Job, New Hope” (functional document- Prob/Solution)
● “New ABCs of CPR” (functional document - Prob/Solution)
● “Two Wheels Take Off” (interpreting charts - informational)
● “Farming For Food and Fun” (interpreting charts - informational)
● “Foxes, Fires, And Cats - Oh My!” (informational - cause/effect)
● “From Farm to Fork” (informational - cause/effect)
Strategy Articles ● “Found: New Planets!” (Main
Idea/Supporting Details) ● “School on Snowy Days”
(Citing Evidence - Argument Writing)
● “Shooting for the Moon? Maybe Not” (Reading & Interpreting Charts)
● “Should These Players Be Paid?” (Citing Evidence - Argument)
● “School All Year Long” (Citing Evidence - Argument)
● “Hey! That’s My Picture” (Citing Evidence - Argument)
● “Will Amazon Change the World...Again?” (Main Idea/Supporting Details)
● “School on Snowy Days” (Citing Evidence - Argument)
● “New Rules for Restaurants” (Citing Evidence - Argument)
Strategy Articles
● “New States, New Troubles” (Primary and Secondary Sources) G/O Key Points
● “Working Too Hard” (Cite Evidence Argument Writing) G/O Evidence Building
● “Children at Work” (Cite Evidence Argument Writing) G/O Fact/Feeling Journal
● “This Test is Brought to You By…” (Previewing Texts and Visual Features) G/O Key Ideas
● “Right on the Money” (Previewing Texts and Visual Features) G/O Key Ideas
● “This Test Was Brought
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“The Lost and Found Camera” “Schools Take Steps To Stop Bullies” “Lending a Hand” “Rescue on the Sea” “Second Chances” “A Heart for People”
● “Happy Meals Healthy Enough?” (informational - cause/effect)
● “Sleep More, Get Sick Less”
● “Building a New Heart” (informational - cause/effect)
● “The Plastic Problem” (informational - cause/effect)
● “Butterfly Blues” (informational - cause/effect)
● “Can We Stop Whooping Cough?” (informational - cause/effect)
● “Crunching the Numbers” (informational - cause/effect)
● “Sugar Not Always Sweet” (informational - cause/effect)
● “Bears Have Healthy Hearts, But Why?” (informational - cause/effect)
● “A Winning Wheat” (informational - cause/effect)
● “New Light on Sunscreen” (informational - cause/effect)
● “New ABCs of CPR”
● “Saving the Spruce Grouse” (Citing Evidence - Argument)
● “Starry, Starry Night” (Citing Evidence - Argument)
● “Farmer Bot” (Citing Evidence - Argument)
● “Can Trees Keep Air Clean?” (Citing Evidence - Argument)
● “Home Away from Home” (Citing Evidence - Argument)
● “Make Some Noise!” (Citing Evidence - Argument)
● “Where Did This Money Come From?” (Citing Evidence - Argument)
● “More Cell Phones Than Ever” (Citing Evidence - Argument)
● “A Man Named Walt Disney” (Citing Evidence - Argument)
● “How Far Can This Car Go?” (Citing Evidence - Argument)
to You By…” (Citing Evidence - Argument)
● “A New Way to Make Money” (Citing Evidence - Argument)
● “Right on the Money” (Citing Evidence - Argument)
● “Tiny Houses” (Citing Evidence - Argument)
● “Is It Time To Raise Pay?” (Citing Evidence - Argument)
● “Raise Costs, Save Money?” (Citing Evidence - Argument)
● “Trouble for Taco Trucks” (Citing Evidence - Argument)
● “New Healthcare Law: What Does It Mean?” (Citing Evidence - Argument)
● “Paying the Price” (Citing Evidence - Argument)
● “Changes in Hawaii Not So Sweet” (Citing Evidence - Argument)
● “Gas Prices Make Change” (Citing Evidence - Argument)
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(informational - cause/effect)
● “Fewer Kids Getting Fit at School” (informational - cause/effect)
● “Are You Going to Eat That?” (informational - cause/effect)
Articles Related to Literary Work (To Kill A Mockingbird)
● “Danza Makes the Grade” ○ Strategy: Summarizing
● “Remembering the Past, 80 Years Later” (discusses Scottsboro Boys)
○ Strategy: Chronological Order
● “Teen Takes Her Place in History”
○ Strategy: Sequence of Events
○ G/O: Sequence of Events Chart
Articles Related to Literary Work (Of Mice & Men) Title: “Hard Times” Reading Strategy: Sequencing Writing Type: G/O: Sequence of Events **Bonus Lesson available, too “Reaching for the Stars” Topic: Migrant workers Reading Strategy: Accessing Prior Knowledge Writing Type: Informational: G/O: Cluster “Getting by in Lean Times” Strategy: Accessing Prior Knowledge G/O: Cluster Title: “Westward Expansion: The Rush for Riches” Topic: California, migrant workers Reading Strategy: Cause/Effect Writing Type: Informational G/O: Single Cause, Multiple Effects
Articles Related to Literary Work (Romeo & J)
● “Shakespeare Lost and Found”
○ Strategy: Compare & Contrast
○ G/O: Compare and Contrast Matrix
● “Theater by Candlelight” ○ Strategy:
Summarizing ○ G/O: Key Points
Articles Related to Literary Work (Night)
● “Remembering the Holocaust”
● “A Day of Remembering” ● “A Day for
Remembering” ○ Strategy:
Activating Prior Knowledge
○ G/O: K-W-L ● “Families to Learn About
Loved Ones” ○ Strategy:
Summarizing ○ G/O: Key Points
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Freshman Seminar 9
Quarter 1, Lesson 1 –Writing Strategy: Summary Two Class Periods
Reading Strategy: Chronological Sequence/Summarizing
Aim: How can we properly compose summaries?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 2, 4, 10
W 9 2, 4, 5, 10
SL 9 1, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Why is it important that we can summarize what we read?
Instructional Materials:
Achieve3000 article (“Heroes in Sports, Heroes in Life”)
Attachment 1 (“Summarizing”)
Procedures and Pivotal Questions:
(Day 1) Students will receive the handout (“Summarizing”) and use it to compose a summary
of the Achieve3000 article entitled, “Heroes in Sports, Heroes in Life.”
(Day 2) Once students have composed their responses, each student will exchange his paper
with a peer, underlining points that were similar in each of their summaries.
As a class, we will discuss the similarities and differences that were found among the student
summaries.
Summary:
How can our summaries of the same article be similar yet different in content?
Suggested Achieve3000 Articles:
1. “I Am Malala”
2. “Putting a Friend First”
3. “Saving the Macaw”
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Attachment 1
Name_________________________________________ Date__________________________
English Achieve3000
Summarizing
Directions:
Follow the steps below and fill in the information required below as your read the Achieve3000 article.
Step 1: Read the article in order to understand the text.
Step 2a: Identify the topic sentence for each paragraph.
Paragraph 1: __________________________________________________________________
_____________________________________________________________________________
Paragraph 2: __________________________________________________________________
_____________________________________________________________________________
Paragraph 3: __________________________________________________________________
_____________________________________________________________________________
Paragraph 4: __________________________________________________________________
_____________________________________________________________________________
Paragraph 5: __________________________________________________________________
_____________________________________________________________________________
Paragraph 6: __________________________________________________________________
_____________________________________________________________________________
Paragraph 7: __________________________________________________________________
_____________________________________________________________________________
Paragraph 8: __________________________________________________________________
_____________________________________________________________________________
Paragraph 9: __________________________________________________________________
_____________________________________________________________________________
Paragraph 10: _________________________________________________________________
_____________________________________________________________________________
Step 2b: Take out any details that are not needed.
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Step 2c: Combine the information—in your own words—into a single paragraph.
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
_____________________________________________________________________________
Step 3: Rethink your summary and the article. (Do they express the same message? If not, what
has to be added or removed from your paragraph to express the same idea as the article?)
Step 4: Check your summary. Then double-check it. (Make sure that there are no grammatical
errors.)
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Freshman Seminar 9
Quarter 1, Lesson 2 – Writing Strategy: Summary Two Class Periods
Reading Strategy: Chronological Sequence/Summarizing
Aim: How can we properly compose summaries?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 2, 4, 10
W 9 2, 4, 5, 10
SL 9 1, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
What are the basic steps needed to compose a summary?
o Step 1: Read the article in order to understand the text.
o Step 2a: Identify the topic sentence for each paragraph.
o Step 2b: Take out any details that are not needed.
o Step 2c: Combine the information—in your own words—into a single paragraph.
o Step 3: Rethink your summary and the article.
o Step 4: Check your summary. Then double-check it.
Instructional Materials:
Achieve3000 article (“Lost Languages”)
Procedures and Pivotal Questions:
(Day 1) Students will be instructed to complete the “Before Reading Poll” for the
Achieve3000 article entitled, “Lost Languages.”
Students will be instructed to read the article and to make notes as they read, focusing on the
significance of one’s identity when considering language.
Once they have completed their reading, the students will complete the “Activity,” answering
the eight questions that identify key points within the article.
The class will share students’ responses to the “Activity.”
(Day 2) Independently, students will complete the “Thought Question.”
Once students have composed their responses, each student will exchange his paper with a
peer, underlining points that were similar in each of their summaries.
As a class, we will discuss the similarities and differences that were found among the student
summaries.
Summary:
How can our summaries of the same article be similar yet different in content?
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Suggested Achieve3000 Articles:
1. “Where Did This Money Come From?”
2. “The Lost and Found Camera”
3. “Schools Take Steps To Stop Bullies”
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Freshman Seminar 9
Quarter 1, Lesson 3 – Writing Strategy: Summary One Class Period
Reading Strategy: Chronological Sequence/Summarizing
Aim: How can we use our notes and multiple choice questions to aid in the composition of a
summary of an article?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 2, 4, 10
W 9 2, 4, 5, 10
SL 9 1, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Why might people volunteer?
o Class share of students’ responses and discussion about individuals’ responsibilities
in our world
Instructional Materials:
Achieve3000 article (“Lending a Hand”)
Procedures and Pivotal Questions:
Students will be instructed to complete the “Before Reading Poll” for the Achieve3000
article entitled “Lending a Hand.”
Students will be instructed to read the article and to make notes as they read.
Once they have completed their reading, the students will complete the “Activity,” answering
the eight questions that identify key points within the article.
The class will share students’ responses to the “Activity.”
In pairs, students will use their notes and the accurate responses to the “Activity” questions to
compose a summary of the article, which is to be written as a well-developed paragraph.
Summary:
How can we use multiple choice questions and their accurate responses in composing a
summary about an article?
Suggested Achieve3000 Articles:
1. “Rescue on the Sea”
2. “Second Chances”
3. “A Heart for People”
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Freshman Seminar 9
Quarter 2, Lesson 1 – Writing Strategy: Informative Two Class Periods
Reading Strategy: Cause & Effect/Problem & Solution
Aim: How can we determine the proper order of events when considering cause and effect?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Complete the handout, “Cause and Effect.”
Instructional Materials:
Achieve3000 article (“Building a New Heart”)
Attachment 1 (“Cause and Effect”)
Procedures and Pivotal Questions:
(Day 1) Class shares students’ responses to the Motivation.
Students will read the Achieve3000 article entitled, “Building a New Heart” and complete
the “Activity.”
Class share of students’ responses to the “Activity”
(Day 2) Students will complete the “Thought Question.”
Once students have composed their responses, each student will exchange his paper with a
peer, numbering the order of events from the article that are described in the response.
As a class, we will discuss the similarities and differences that were found in the students’
informative responses.
Summary:
Why is it important to maintain a logical order of facts when explaining something to others?
Suggested Achieve3000 Articles:
1. “The Plastic Problem”
2. “Butterfly Blues”
3. “Can We Stop Whooping Cough?”
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Attachment 1
Name_________________________________________ Date__________________________
English Achieve3000
Cause and Effect
Directions:
Match the cause on the left with the effect on the right.
Cause Effect
1. _____ The doorbell rang. a. It meowed for help.
2. _____ The rain began to fall heavily. b. She took a nap.
3. _____ Mandy forgot her lunch. c. The family went to the store.
4. _____ There was an accident on the highway. d. She had to buy lunch at school.
5. _____ The solar eclipse began. e. People headed to the beach.
6. _____ Roger sprinted for the bus. f. The exterminator was called.
7. _____ There was no more milk. g. The dog barked and woke the baby.
8. _____ Owen was hungry. h. She overslept and missed class.
9. _____ Jessica had a headache. i. The old man raked the lawn.
10. _____ The cat climbed up the tree. j. People used umbrellas.
11. _____ There was a heatwave. k. A tow truck was called.
12. _____ Leaves littered the yard. l. He made himself a sandwich.
13. _____ The car wouldn’t start. m. There were delays for hours.
14. _____ Liesel didn’t set her alarm clock. n. He was out of breath.
15. _____ A squirrel was heard in the attic. o. People looked up at the sky.
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Freshman Seminar 9
Quarter 2, Lesson 2 – Reading Strategy: Informative One Class Period
Writing Strategy: Generating Questions/Cause & Effect
Aim: How can questioning a text help us to understand what we read?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Complete the “Before Reading Poll” for the Achieve3000 article entitled “Crunching the
Numbers.”
Instructional Materials:
Achieve3000 article (“Crunching the Numbers”)
Procedures and Pivotal Questions:
Class shares students’ responses to the Motivation.
Students will read the Achieve3000 article entitled, “Crunching the Numbers” and complete
the “Thought Question,” creating six questions that can be answered from the information
provided in the article.
Once students have composed their responses, each student will exchange his paper with a
peer and respond to the questions created for the “Thought Question.”
As a class, we will discuss which questions enabled us to attain a better understanding of the
article’s content and intended message.
Summary:
Why is it important to ask yourself questions about a piece as you read it?
Suggested Achieve3000 Articles:
1. “Sugar Not Always Sweet”
2. “Bears Have Healthy Hearts, But Why?”
3. “A Winning Wheat”
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Freshman Seminar 9
Quarter 2, Lesson 3 – Writing Strategy: Informative One Class Period
Reading Strategy: Cause & Effect/Generating Questions/Problem & Solution
Aim: How can understanding a cause and effect relationship help us to determine the essence of
an author’s message?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Read the Achieve3000 article entitled, “New Light on Sunscreen” and write the main idea in
a sentence or two.
Instructional Materials:
Achieve3000 article (“New Light on Sunscreen”)
Procedures and Pivotal Questions:
Class shares students’ responses to the Motivation.
Individually, students will complete the “Thought Question.”
Once students have composed their responses, each student will exchange his response with a
partner and compare their answers and reasoning.
Working with their partners, the students will compose informational texts that incorporate
elements of their determined main ideas (from the Motivation) as well as details from the
article.
Class shares each pair’s writing.
Summary:
Why is it important to ask yourself questions about a piece as you read it?
Suggested Achieve3000 Articles:
1. “New ABCs of CPR”
2. “Fewer Kids Getting Fit at School”
3. “Are You Going to Eat That?”
20
Freshman Seminar 9
Quarter 3, Lesson 1 – Writing Strategy: Argument One Class Period
Reading Strategy: Citing Evidence/Main Idea & Supporting Details
Aim: How can we properly cite our sources when referencing the works of others?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 8, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Why is it important to cite your source when using the source’s information to support your
argument?
Instructional Materials:
Achieve3000 article (“School on Snowy Days”)
Attachment 1 (“The Significance of Citing”)
Procedures and Pivotal Questions:
Class discusses Motivation. Possible questions to be posed:
o Why does citing information from a source strengthen your argument?
o Why must we cite the thoughts or words of others?
Students will complete the handout, “The Significance of Citing.”
Class shares students’ responses.
Summary:
Why do people cite others?
Suggested Achieve3000 Articles:
1. “New Rules for Restaurants”
2. “Saving the Spruce Grouse”
3. “Starry, Starry Night”
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Attachment 1
Name_________________________________________ Date__________________________
English Achieve3000
The Significance of Citing
Overview:
In order to avoid plagiarizing the thoughts of another and to enhance the credibility of your argument, you must cite
your source. When citing from an electronic print source, which includes any information you directly quote or
paraphrase from books, magazines, newspapers, and journal articles that are found online, include the author’s last
name either directly in the sentence or in the parenthetical citation (at the end of the sentence).
Directions:
Read the article entitled “School on Snowy Days.” Then complete the tasks below.
1. Should students be free from all academic obligations where there’s a snow day? In your own
words, explain why.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
2. According to the article, what are two positive reasons to keep students learning and
responsible for their work when school is canceled because of snow? (Be sure to cite your
source.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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3. According to the article, what are two negative reasons to keep students learning and
responsible for their work when school is canceled because of snow? (Be sure to cite your
source.)
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
4. Rewrite your initial argument from the first question and, citing your source, use one of your
examples to substantiate your belief.
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
______________________________________________________________________________
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Freshman Seminar 9
Quarter 3, Lesson 2 – Writing Strategy: Argument One Class Period
Reading Strategy: Citing Evidence/Main Idea & Supporting Details
Aim: How can we use sources to substantiate our arguments?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 8, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
What information is necessary to include in a parenthetical citation when citing an online
article?
Instructional Materials:
Achieve3000 article (“Farmer Bot”)
Procedures and Pivotal Questions:
Class discusses Motivation.
Students will read the Achieve3000 article entitled “Farmer Bot” and, independently,
complete the “Thought Question.”
Students will exchange their responses to the “Thought Question” and, using the article,
refute their peer’s thoughts using cited evidence from the article.
Summary:
How can a source’s information help you to refute another’s view?
Suggested Achieve3000 Articles:
1. “Can Trees Keep Air Clean?”
2. “Home Away from Home”
3. “Make Some Noise!”
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Freshman Seminar 9
Quarter 3, Lesson 3 – Writing Strategy: Argument One Class Period
Reading Strategy: Citing Evidence/Main Idea & Supporting Details/
Reading & Interpreting Charts & Graphs
Aim: How can we use graphics in order to support our arguments?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 8, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Should people who donate money to institutions be allowed to do so anonymously? Why or
why not?
Instructional Materials:
Achieve3000 article (“Where Did This Money Come From?”)
Procedures and Pivotal Questions:
Class discussion of Motivation.
Students will read the Achieve3000 article entitled, “Where Did This Money Come From?”
and, independently, complete the “Thought Question.”
Using their knowledge from the article and responses to the “Thought Question,” the students
will compose arguments regarding whether or not donors should be allowed to donate
anonymously to charities.
Summary:
How can a graph’s content help you explain your view?
Suggested Achieve3000 Articles:
1. “More Cell Phones Than Ever”
2. “A Man Named Walt Disney”
3. “How Far Can This Car Go?”
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Freshman Seminar 9
Quarter 4, Lesson 1 – Writing Strategy: Argument Two Class Periods
Reading Strategy: Citing Evidence/Main Idea & Supporting Details/
Reading & Interpreting Charts & Graphs
Aim: How can we integrate concession statements into our writing in order to strengthen our
arguments?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 8, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
What is the benefit of acknowledging the other side of an argument you are trying to prove?
Instructional Materials:
Achieve3000 article (“This Test Brought to You By…”)
Procedures and Pivotal Questions:
Class discusses of Motivation. Possible questions to be posed:
o Why might an author provide two sides to an argument when objectively
presenting information to the audience?
o Why is it appropriate to recognize the beliefs of others when subjectively stating
your own? What effect does that have on your audience?
As they read the Achieve3000 article entitled “This Test Brought to You By…,” the students
will make notes on the two arguments presented in the article.
In pairs, the students will come to consensus and write an argument essay, being sure to
include a concession statement and information about the opposing view that was included in
the article as they quote the piece and cite the author. (Continued for Day 2)
Summary:
How can including the opposing view strengthen your argument?
Suggested Achieve3000 Articles:
1. “A New Way to Make Money”
2. “Right on the Money”
3. “Tiny Houses”
26
Freshman Seminar 9
Quarter 4, Lesson 2 – Writing Strategy: Argument One Class Period
Reading Strategy: Citing Evidence/ Primary & Secondary Sources/
Previewing Text and Visual Features
Aim: How can we organize evidence from an outside source to support a claim?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 8, 10
W 9 1, 2, 4, 5, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Should the rate for minimum wage be increased? Why or why not?
Instructional Materials:
Achieve3000 article (“Is It Time To Raise Pay?”)
Procedures and Pivotal Questions:
Class discusses of Motivation.
Students will be assigned into two groups: those in support of a pay raise and those opposed
to a pay raise. As they read the Achieve3000 article entitled, “Is It Time To Raise Pay?” the
students will make notes that support their assigned argument and establish a logical
organization of facts that includes key ideas and supports their claim, being sure to include
points from the timeline embedded in the article.
Once students have had ample time to establish support for their arguments, the class will
engage in a debate regarding whether or not the rate for minimum wage should be increased.
As the students debate their points, each side must include a concession statement with every
rebuttal.
Summary:
How can notemaking enable you to support your argument with evidence from an objective
source?
Suggested Achieve3000 Articles:
1. “Raise Costs, Save Money?”
2. “Trouble for Taco Trucks”
3. “New Healthcare Law: What Does It Mean?”
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Freshman Seminar 9
Quarter 4, Lesson 3 – Writing Strategy: Argument One Class Period
Reading Strategy: Citing Evidence/ Primary & Secondary
Sources/Previewing Text and Visual Features
Aim: How can we argue both sides of an issue?
Common Core Learning Standards:
Standard Grade Standard Number
RI 9 1, 2, 3, 4, 5, 8, 10
W 9 1, 2, 4, 5, 8, 9, 10
SL 9 1, 2, 3, 4, 5, 6
L 9 1, 2, 3, 4, 5, 6
Motivation:
Do the benefits of downsizing outweigh the costs? Explain.
Instructional Materials:
Achieve3000 article (“Tiny Houses”)
Procedures and Pivotal Questions:
Class discusses of Motivation.
Once students have read the Achieve3000 article entitled, “Tiny Houses” and gathered
evidence in support of their views from the Motivation, each student will compose a well-
developed paragraph that states his argument and cites two examples from the article that
support the paragraph’s claim. Students will also include concession statements in their
writing to strengthen their claims.
Each student will exchange his paper with a peer, writing a rebuttal paragraph under the
peer’s original writing in order to refute the peer’s view.
Summary:
How can addressing specific points in an argument enable you to refute that claim?
Suggested Achieve3000 Articles:
1. “Paying the Price”
2. “Changes in Hawaii Not So Sweet”
3. “Gas Prices Make Change”
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