k-u-d (know, understand, do) chartdscyfeducation.wikispaces.com/file/view/english iv unit...

DSCYF EDUCATION UNIT

K-U-D (Know, Understand, Do) Chart

Grade/Course 12th Grade British Lit___________

Unit One: What Stories Will You Tell Your Children?

Content Standards: RL.11-12.1, RL.11-12.2, RL.11-12.5, RL.11-12.6, RL.11-12.10, RI.11-12.3, RI.11-12.4, RI.11-12.7,

W.11-12.1, W.11-12.4, W.11-12.5, W.11-12.6, W.11-12.7, W.11-12.8, SL.11-12.1, SL. 11-12.3, L.11-

12.1, L.11-12.4, L.11-12. 5, L.11-12.6

Know Understand Do

(Note: concepts, facts, formulas, key vocabulary) •Tone •Theme •Style •Poetic devices •Imagery •Dialogue •Textual Evidence •Rhetorical Strategies •Rhetorical Question •Text Structure •Author’s Choices •Generalizations • Textual Evidence •How to analyze •Debate/Argument •Various patterns of organization: sequence/chronological order, description, comparison, problem/ solution, simple cause/effect, conflict/resolution •Resolutions (e.g., comedic, tragic) •Aesthetic impact

(Big idea, large concept, declarative statement of an enduring understanding)

•Make, test and revise predictions as

they read •Make inferences about content, abstract ideas and events in a text and identify author’s decisions •Identify/cite appropriate text support for inferences about content, concrete ideas and author’s decisions in a text. •Identify how author’s choices affect central ideas •Analyze texts to make generalizations •Use the combination of background knowledge, explicitly stated information, and connections from the text to answer questions they have as they read •Make critical or analytical judgments to make generalizations •Make connections between conclusions they draw and other beliefs or knowledge •Identify rhetorical strategies used by an author in a text •Analyze an author’s choice of rhetorical strategies •Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text •Analyze the relationship between text organization and development of ideas


•Analyze the relationship between form/structure and meaning in text •Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact


Unit Essential Question: How can we analyze the impact of an author’s choices regarding development, organization and rhetorical devices within the text?

Key Learning: Authors utilize text structures and text features to aid readers in comprehending informational and fictional texts; as well as, providing written responses to them.

Lesson Essential Question 1 Lesson 1 Vocabulary

How do writers and speakers persuade audiences? Tier II: Indolence, Plundering, Lamentation, Subjection Tier III: Analogy, Repetition, Rhetorical question, Antithesis


How do readers use textual evidence to answer questions, confirm predictions, support responses and evaluate arguments?

Tier II: Unconscionable, Labyrinth, Oration Tier III: Text Structure, Debate, Argument, Perspectives


How do I analyze multiple texts to determine if they communicate similar meanings?

Tier II: Breach, Reprove Tier III: Rhyme, Rhyme Scheme, Aesthetic

DSCYF EDUCATION UNIT Major Unit Assignment:

Writer John Milton once said, “Where there is much desire to learn, there of necessity will be much arguing, much writing, many opinions; for opinion in good men is but knowledge in the making.” The writers in this section (pages 444–478) certainly have strong opinions, and they use a variety of persuasive techniques to convince their audiences to adopt those opinions, including incorporating rhetorical devices such as: •analogies •repetition •rhetorical •antithesis •counterarguments Write an evaluation of the persuasive techniques used by two of the writers whose work you have read in this section by focusing on the rhetorical devices they use to make their arguments. Be sure to cite specific passages to support your evaluation. Completing a chart like the one below will help you organize your thoughts. In the conclusion of your evaluation, explain which writer you think is most persuasive and why. Include specific references to rhetorical devices used by that author.

Title of Selection Persuasive Techniques Used Examples

If students need extra support: discuss sentences such as these, which show some of these terms at work but which also set up some discussion of evidence for an opinion: • I feel that the use of rhetorical questions helps make Sir Thomas More’s ideas in Utopia memorable. • In “Female Orations,” Margaret Cavendish makes the argument of each speaker more powerful through an appeal to the emotions of the other speakers.

DSCYF EDUCATION UNIT Student Assessments

(How students will indicate learning and understanding of the concepts in the unit. Note: Can have multiple assessments, one on each page.)

Unit Topic: Text Structure/Rhetorical Devices/Argumentative Writing

Title Performance Task

Description

In Part One, the planning tasks involve reading, note taking, speaking and listening. All of these

activities are designed to prepare the student for writing a successful argumentative essay. Students

will also complete a short answer Reading Assessment in the form of three Constructed Response Items.

Part one consists of three 50 minute sessions.

Session One: Activating prior knowledge. Statistics. Review of Video. Complete relevant sections of

My Notes Organizer. (50 min.)

Session Two: Review of Articles and Political Comic Strip. Complete My Notes Organizer. (50 min.)

Session Three: Students individually take Reading Assessment: Constructed Responses. Complete the

Pros and Cons Organizer. (50 min.)

In Part Two, the prewriting and assessment tasks involve drafting an argumentative essay. Part two

consists of two 50 minute sessions:

Session Four: Review the Formative Argumentative Writing Rubric. Orally rehearse student

arguments. Complete the My Arguments Organizer. (50 min.)

Session Five: Complete the Performance Writing Task. (50 min.)

SESSION 1

1. Activating Prior Knowledge

(Approximately 25 minutes)

Materials Needed: T-Chart and Evidence Cards

Activity 1: To activate prior knowledge, ask students, “In what ways has social networking been

positive? Negative?” (You might consider using this question as a warm-up question.)

• In pairs, have students brainstorm ideas to answer the question.

• Have pairs share one new idea with the whole class. Novel ideas only.

• (Make sure students understand what social networking sites are before moving on.)

Activity 2: Have students individually read the evidence cards with statistics. While students are

reading, distribute envelopes containing pre-cut evidence cards to each pair of students.

• Once all envelopes are distributed, have pairs sort the pre-cut cards into two categories:

Social networking’s impact has been positive. OR Social networking’s impact has been negative.

• As they sort, have students explain their thinking to their partner. Encourage students to use the

suggested sentence frames provided in the T-Chart.

• Once sorting is complete, have students complete the Activating Prior Knowledge T-Chart individually.

Encourage students to add at least two new pieces of evidence for each side of the argument.

Gathering Source Evidence


Source A - Video: “Think Time: Teens and Social Networks”

Materials Needed: DVD/Flash Drive/Google Site

Activity 1: To start gathering source evidence, explain to students they will watch Source A, a short

video.

• Encourage students to listen for important information about the pros and cons of social networking

as they prepare for the writing task.

• Have students watch the video to understand the gist of the arguments presented.

• In pairs, have students discuss 2-3 observations.

Activity 2: Explain to students they will watch the video a second time and take notes on the first row of

the My Notes Organizer.

• Remind students to focus on important information about the pros and cons of social networking.

• Have students watch the video and individually write down important ideas and quotes.


• Encourage students to use quotation marks when quoting the video verbatim.

• In pairs, have students share their notes for 2-3 minutes.

• Consider pausing the video intermittently to give students time to take notes.

SESSION 2

1. Gathering Source Evidence


Source B - Article: “Social Media: The Muscle Behind the Trayvon Martin Movement”

Source C - Article: “When Bullying Goes High Tech”

Source D - Article: “Social Networking Benefits Validated”

Source E - Political Cartoon: “Social Networking”

Source F - Article: “Wired and Tired”

Source G - Article: “Making Decisions”

Activity 1: To continue to gather source evidence, explain to students that they will read and examine

three more sources.

• Have students turn to page 6 to individually read and annotate the article.

• Have students use the annotation plus sign (+) to code for arguments that support the claim Social

networking’s impact on society has been positive and a minus sign (-) to code for arguments that

support the claim Social networking’s impact on society has been negative.

• In pairs, have students share at least 3 annotations each.

• Individually complete the appropriate row of the My Notes Organizer using annotations from the

article.

• Repeat the steps above for each of the articles.

SESSION 3

1. Reading Assessment: Constructed Responses


Materials Needed: Student Booklet, pages 12

Activity 1: Have students turn to pages 12. Explain this is a reading assessment that will assess their

understanding of the articles they’ve read.

• Have students read the directions independently and ask clarifying questions.

• Remind students that they should use examples and evidence from the text in their responses when at

all possible. Encourage them to refer to their student booklet materials to help them answer the

questions.

• Have students write their responses individually to the three questions listed using 2-5 complete

sentences. Explain that they have approximately 15 minutes to answer all the questions, about 5

minutes per question.

• Collect all student booklets. Review a few students’ answers to uncover possible misconceptions. Plan

to address any misconceptions before beginning Session 4.

2. Pros and Cons Organizer


Materials Needed: Pros and Cons Organizer

Activity 1: Explain students will reference their notes and the sources to fill in the Pros and Cons

Organizer.

• Have students read the directions to individually complete the ‘Reasons’ and ‘Supporting Evidence’

columns in the Pros and Cons Organizer.

• Remind students to re-visit their notes to help them cite the source of the evidence.

• In pairs, have students discuss the pros and cons they found in the sources provided. Select students

to report out their partner’s ideas.

• Have students individually write a draft claim that they would like to support in their writing task.

Activity 2: Have students divide into two groups based on their position/claim. Ask students to share, in

pairs or in groups of 3-4 students, the evidence they found to be the most convincing and why.

Part Two: Pre-Writing and Performance Writing Tasks

(2 sessions for approximately 100 minutes total)


SESSION 4

1. Pre-Writing Tasks (Approximately 50 minutes)

Materials Needed: Outline Organizer

Activity 1: Ask students to review the writing prompt in pairs. Have students review the student

friendly rubric and/or levels 3 and 4 of the Argumentative Writing Rubric. Ask students to

highlight/underline one or two phrases from each row to indicate the writing skills they want to focus

on in this writing task. Have students share these writing goals/skill areas with a classmate.

Activity 2: Have students take time to organize their thoughts using the My Arguments Organizer to

outline their claims and the major reasons/evidence they will use to support their claim. Ask students

to pair up with one other person with a similar position/claim. Have students orally rehearse the

arguments outlined in their My Arguments Organizer.

SESSION 5

1. Performance Writing Task


Materials Needed: Organizer, Notes and lined writing paper

Activity 1: Read the writing prompt to the students. Have students write an essay with a minimum of 5

paragraphs. Let them know the amount of time they have to complete the task. Encourage students to

use the texts, notes, and organizers to inform their writing.

Writing Prompt

Currently, our school district blocks access to social networking sites such as Facebook. Principals and

teachers have been debating the pros and cons of this policy.

Has social networking’s impact on society been more positive or negative?

After reading the provided texts and viewing the videos on the topic, write an argumentative essay (at

least 5 paragraphs) that addresses the question and support your position with evidence from the texts

and videos.

Time (In Days)

4-5 Days

Differentiation Students can use various ways to express their claim. Students could use fewer articles to research.

Revise/Review Students will use self-editing guidelines.

Resources & Materials

Holt McDougal American Literature Common Core Edition

http://www.ousd.k12.ca.us/cms/lib07/CA01001176/Centricity/Domain/93/ELA_PWT_G11andG12_Student%20Version_CL_8-19-13.pdf



DSCYF EDUCATION UNIT Evidence Cards

Over 50% of people learn about breaking news on

social media. Social networking sites are the top

news source for 27.8% of Americans, ranking close

to newspapers (28.8%) and above radio (18.8%) and

other print publications (6%). Twitter and YouTube

users reported the July 20, 2012 Aurora, CO theater

shooting before news crews could arrive on the

scene, and the Red Cross urged witnesses to tell

family members they were safe via social media

outlets.

(socialnetworking.procon.org)

A Summer 2012 Baylor University study examined

Facebook hate groups focused on President Barack

Obama and found racial slurs and stereotypes not

seen in mainstream media in decades: blackface

images and comparisons of President Obama to apes.

Social networking sites allow hate groups to recruit

youth and to redistribute their propaganda. According

to the Southern Poverty Law Center, the “Christian

Identity” religion, a splinter faction of the white

supremacist group Aryan Nations, uses social media

to recruit.


49.5% of students reported being the victims of

bullying online and 33.7% reported committing

bullying behavior online. 800,000 minors were

harassed or cyberbullied on Facebook according to a

June 2012 Consumer Reports survey. Middle school

children who were victims of cyberbullying were

almost twice as likely to attempt suicide. Adults can

also be victims of cyberbullying.


Social networking can worsen feelings of disconnect

(especially for youth with disabilities), and put

children at higher risk for depression, low self-

esteem, and eating disorders. The "passive

consumption" of social media (scanning posts

without commenting) is related to loneliness.


More than 80% of US college and university faculty

use social media; more than 50% use it for teaching;

and 30% for communicating with students. Educators

from around the world interact with each other and

bring guest teachers, librarians, authors, and experts

into class via social networks like Twitter and social

networking tools like Skype. Edmodo, an education-

specific social networking site designed for students,

teachers, and parents, reached over ten million users

on Sep. 11, 2012.


A mother was able to find a kidney donor for her sick

child by posting a video on her Facebook page.

Crowdwise, a social network devoted to volunteers

and charity projects, raised $845,989 (as of Nov. 20,

2012) for Hurricane Sandy victims. Followers of

Pencils of Promise on social media have helped the

non-profit build 74 schools (with 26 more in progress

and 7 more planned as of Nov. 19, 2012) and educate

4,500 children.


Social media can help improve life satisfaction,

stroke recovery, memory retention, and overall well-

being by providing users with a large social group.

Additionally, friends on social media can have a

"contagion" effect, promoting and helping with

exercise, dieting, and smoking cessation goals.


Students who use social media had an average GPA

of 3.06 while non-users had an average GPA of 3.82.

Students who used social networking sites while

studying scored 20% lower on tests. College

students’ grades dropped 0.12 points for every 93

minutes spent on Facebook per day above the

average. Two-thirds of teachers believe social media

does more to distract students than to help

academically.



ELA 11th and 12th Grade Performance Task

ACTIVATING PRIOR KNOWLEDGE

Think-Pair-Share: With a partner, brainstorm some reasons you think social networking websites are both good and bad for our society. Consider using the sentence starters provided below: Someone might argue that social networking is beneficial to society because… One reason social networking sites are harmful is… Social networking’s impact has been positive Social networking’s impact has been negative

Sort and discuss: Sort the evidence cards with quotes and statistics into two categories: 1) Social networking is good for our society and 2) Social networking is not good for our society. As you sort the cards, explain your thinking: This quote/statistic/fact supports the claim that ___ because… This quote/statistic/fact suggests that social networking is harmful because… After discussion, write at least two pieces of evidence for each side of the argument. Social networking’s impact has been positive Social networking’s impact has been negative

DSCYF EDUCATION UNIT MY NOTES ORGANIZER Directions: Take notes supporting each position. Include any claims, reasons, or evidence you find in the sources provided. Do not include your opinion.

Source Social networking’s impact has been

positive

Social networking’s impact has been

negative

DSCYF EDUCATION UNIT Adapted from “Social Media: The Muscle Behind the Trayvon Martin Movement” By Madison Gray, TIMES NewsFeed, March 26, 2012

Maria Roach couldn’t sleep the morning of St. Patrick’s Day. She was tossing and turning with frustration, focused on a 17-year-old kid who had been walking on a sidewalk, carrying an Arizona Iced Tea and a bag of Skittles, when he was shot and killed — not by a robber, a rival or even a police officer, but rather a neighborhood watch volunteer. What bothered her most is that the kid, Trayvon Martin, who looked like a future version of her 7-year-old son, was killed not far from the area where she grew up. She decided to do something with her stress. She logged on to MoveOn.org, created a petition through SignOn.org and shared it with her roughly 200 followers on Twitter. “I thought maybe I’d get 100 signatures, and by the end of the day I had 75,” she said. “By Monday morning I had 75,000 and now it’s up to 479,000.” Roach was stunned at the response she got. It showed how powerful a tool social media turned out to be in turning a local police case into a movement. Of course, the event was taken to critical mass by Trayvon’s parents themselves, when they created a petition on March 8 on Change.org. The petition sought the prosecution of George Zimmerman, who fatally shot the teen on Feb. 26. The petition attracted 1.5 million signatures. Since the petitions can easily be attached to Facebook profiles and Twitter accounts, attention exploded in the social media sphere. Brianna Bayo-Cotter, Change.org’s communication’s director, says this is their largest online petition drive ever. “Ten years ago people would have read about this in the newspaper, then left it alone feeling sad. Now people can take their outrage and turn it into real action,” says Bayo-Cotter. “It’s really a testament to the tragedy of this case and the power of social media to draw attention and allow people to have an avenue.” On Twitter, there have been more than 600,000 mentions of the case and counting, the Associated Press reported. A single “Justice for Trayvon Martin” Facebook page, created by hip-hop entrepreneur Russell Simmons’ website GlobalGrind.com, has brought in more than 82,000 “likes” alone. Simmons is said to be one of the first major public voices to demand attention for the case. Social-media watchers call the growth regarding Trayvon Martin the “perfect storm.” With a frustrated population that observes an injustice and an easy platform for expression, it has all the elements needed for a widespread outcome. Brian Solis of Altimeter Group, a San Mateo-based firm that monitors social media, say the fact that this movement has become so powerful comes as no surprise, because it has already been demonstrated in other parts of the world like Egypt and in London last year. “[Social media] is the most profound platform that we’ve ever had to do this so quickly and efficiently with such great reach.

Adapted from “When Bullying Goes High-Tech” By Elizabeth Landau, CNN, April 15, 2013 Brandon Turley didn't have friends in sixth grade. He would eat alone at lunch, having recently switched to his school without knowing anyone. While browsing MySpace, he saw that someone from school had posted a bulletin declaring that Turley was a "fag." Students he had never even spoken with wrote on it, too, saying they agreed. Feeling confused and upset, Turley wrote in the comments, too, asking why his classmates would say that. The response was even worse: He was told on MySpace that a group of 12 kids wanted to beat him up, that he should stop going to school and die. On his walk from his locker to the school office to report what was happening, students yelled things like "fag" and "fatty." "It was just crazy, and such a shock to my self-esteem that people didn't like me without even knowing me," said Turley, now 18 and a senior in high school. "I didn't understand how that could be." 25% of teenagers have experienced cyberbullying at some point, said Justin W. Patchin, who studies the phenomenon at the University of Wisconsin-Eau Claire. He surveyed 15,000 middle and high school students throughout the US, and found about 10% of teens have been victims of cyberbullying in the last 30 days. Online bullying has a lot in common with bullying in school: Both include harassment, humiliation, teasing and aggression, Patchin said. However, cyberbullying presents unique challenges because the bully can be anonymous, and attacks can happen at any time of day or night. Thomas J. Holt, associate professor of criminal justice at Michigan State University, recently published a study using data collected in Singapore. The researchers found that 27% of students who experienced bullying online thought about skipping school or skipped it. That's compared to 22% who experienced physical bullying. Those who said they were cyberbullied were also most likely to say they had considered suicide -- 28%, compared to 22% who were physically bullied.

DSCYF EDUCATION UNIT A recent study in the journal JAMA Psychiatry suggests that victims can feel long-lasting mental effects. Bullying victims showed greater chances of agoraphobia, where people don't feel safe in public places, along with generalized anxiety and panic disorder. Patchin advises kids who are being cyberbullied to keep the evidence, whether an e-mail or Facebook post, so they can show it to adults they trust. Before, there have been some issues with schools not disciplining if bullying didn't happen at school, but today, most educators realize they have the responsibility to do something, Patchin said. Even now, though, solutions are not always clear. Turley's mother called the school, but the students involved only got a “talking-to” as punishment. Fighting back by speaking out In high school, Turley discovered an organization called WeStopHate.org, a nonprofit organization that helps people who have been bullied and allows them a safe space to share their stories. Emily-Anne Rigal, the founder of the organization, experienced bullying in elementary school, getting picked on for her weight. Although she and Turley lived on opposite sides of the country, they became friends online, united by their passion for stopping bullying. Turley designed the WeStopHate.org website and most of its graphics, and is actively involved in the organization. In additional to Rigal, he now has many other friends in different states. "I got cyberbullied, and I feel like it made me think there has to be somebody on the Internet who doesn't hate me," he said. "That kind of just made me search more." Turley and Rigal are currently promoting the idea of having a "bully button" on Facebook so that people can report cyberbullying to the social network and have bullies suspended for a period of time.

In the meantime, Turley is feeling a lot safer in school than he used to.

"Times have changed definitely, where people are becoming slowly more aware," he said. "At my school, at least, I'm seeing a lot less bullying and a more acceptance overall."

Adapted from “Social Networking Benefits Validated” By Karen Golberg Goff, Washington Times, January 28, 2009 Texting, blogs, Facebook, gaming and instant messages might seem to be just more reasons to stare at a screen. However, now a study that looked at the online habits of 800 teenagers suggests that it’s more than fun and games. Researchers in the study, titled the Digital Youth Project, found that the constant communication that social networking provides is encouraging useful skills. The study found that the digital world is creating new opportunities for young people to explore interests, develop technical skills, and work on new forms of self-expression. "There are myths about kids spending time online -- that it is dangerous or making them lazy," says Mizuko Ito, lead author of the study. "But we found that spending time online is important for young people to learn the skills they need to be citizens in the digital age." Co-author Lisa Tripp says technology, including YouTube, iPods and podcasting, creates ways for extending one's circle of friends, teaches self-directed learning and independence. "Certain skills in the coming years are not going to be just about using media," she says. "It is also going to be about producing media. It is not just about writing a blog, but also how to leave comments that say something.” That means anything from a video clip to a profile page is going to reflect self-expression skills, so teens might as well practice. Social networking also contributes to teens' friendships and interests, Ms. Tripp says. While most teens use sites such as MySpace and Facebook to "hang out" with people they know in real life, some use them to find new friends with similar interests. Before social networking, the one kid who was, for example, a fan of Godzilla or progressive politics might find himself isolated. These days, that kid can find friends everywhere. "This kind of communication has let teens expand their social circle by common interests," Ms. Tripp says. "They can share their work to online audiences and become an expert in that area." The study found that young people's learning with digital media often is more self-directed, with more freedom than in a classroom. The researchers said youths are often are more motivated to learn from one another than from adults. Monica Vila, founder of theonlinemom.com, an online resource for digital-age parenting, says adults still need to set rules just as they would "at any other playground." One Fairfax County mother of a middle schooler says she was doubtful at first when her daughter wanted a Facebook page. "I was cautious for all the reasons we hear about, such as how it could bring in unwelcome visitors," the woman says, "but I realized that this is the main way for kids keeping in touch. It has gone from e-mail to IM to texting to Facebook so quickly. If you are not on Facebook, then you are not in the loop." "A few years ago, parents were saying, 'I don't want any of that stuff coming into my house,'" Ms. Vila says. "Then they realized, 'I have no choice, it is all around me.' Now studies are saying technology is going to encourage skills for jobs we didn't know existed."


By Mike Keefe, Denver Post, August 8, 2009

DSCYF EDUCATION UNIT Social Media: Wired and Tired Washington, D.C. (Achieve3000, June 10, 2009). A survey has found that almost half of all Americans are growing weary of the constant communication associated with social networking websites such as Facebook, MySpace, and Twitter. Some are even beginning to avoid Internet technology altogether. The survey found that even some young adults, who helped drive the rapid growth of such sites, say they would enjoy a break from the deluge of communication. They refrain from disconnecting, however, for fear they will miss out on something. The Pew Internet & American Life Project conducted the survey. It found that 48% of Americans of all ages are indifferent about communicating via social networking websites, feel overwhelmed by gadgets, or have begun avoiding Internet use altogether. Eily Toyama, 32, can relate to this so-called “Facebook fatigue.” Toyama works in information technology. She recently created a Facebook page, but only after giving in to peer pressure. She rolls her eyes at the thought of establishing a Twitter account. “I just don’t think people need to know that much about my life,” Toyama said. She was referring to Twitter’s main purpose, which is to keep friends and family updated on all of the Twitterer’s activities. Mike Nourie is a 20-year-old student at Emerson College in Boston, Massachusetts. He admits to feeling a little overwhelmed by the communication gadgets available today. Nourie spends his summers working at an inn on Cape Cod, where wireless Internet reception is spotty. Escaping social networking for the summer, he said, is a huge relief. “It gives me a chance to relax and focus on other things, like music, work, and friends,” Nourie said. According to Pew researchers, 7% of survey participants do not go anywhere without their mobile communication devices. Despite this fact, this group of young people feels conflicted about staying in constant contact. Pew researchers called this group “ambivalent networkers.” “They have this anxiety about shutting off,” said John Horrigan, associate director at Pew. “They’re afraid they might be missing something,” he said. “But we also find them yearning for a break.” Gary Rudman is a market researcher who tracks youth trends. Rudman has also observed indications that young people are suffering from communication overload. “Who wouldn’t be fatigued, given all of the social and business networking obligations thrust among young adults? With Facebook, LinkedIn, Plaxo, and Twitter young adults struggle to keep up to avoid the consequences—being left out of the loop or becoming irrelevant,” Rudman said. The trend is not surprising to experts. Many say that although humans have a yen for social interaction—online and off—research shows that people recognize the differences between the quality of the interactions. The short and often cold bursts of communication via social networking websites frequently leave people thirsting for more meaningful conversations with others. The Associated Press contributed to this story.

Making Decisions

Philadelphia, PA (Achieve3000, April 27, 2009). Michael Kearns, a University of Pennsylvania computer science, investigated whether a small minority of people can influence the voting behavior of a majority. To conduct this experiment, Kearns gathered a group of 36 students. He then created several networks within the group by placing each student at a work station that was linked to varying numbers of other test subjects. For example, some students were placed in networks that contained as many as 18 other subjects, while others were grouped into networks that were made up of as few as 2 other test subjects. Kearns then told all 36 students that they would be asked to vote for a color—either red or blue. If everyone in the group could agree to vote for the same color within 60 seconds, everyone would receive a financial reward. If the group failed to reach a unanimous agreement, however, no rewards would be given. To motivate students to vote for a particular color, Kearns promise some subjects $1.50 for each round of voting that red won and 50 cents for each round that blue won. These incentives were reversed for other subjects. “There’s this tension between all of them wanting to agree but selfishly wanting everyone to agree on their particular color,” Kearns said. Despite the one-minute deadline, Kearns said, people came to some agreement in 55 out of 81 separate votes. The majority did not always win, however. In one trial, for example, Kearns promised 6 students the $1.50 payout if red won. He promised 30 students $1.50 each if blue won. In this vote, blue should have won because it was better for more people to vote for blue. However, red won the vote. How could this have happened? Kearns explained that although the six people wanting red to win were in the minority, they belonged to larger networks. Their larger sphere of influence benefited them. “‘Influential’ people can determine the outcome to their liking,” Kearns said, even if the majority has a strong incentive to go the other way. In this case, having lots of connections made a subject influential.

DSCYF EDUCATION UNIT This scenario is not unlike real-world elections, Kearns said, where networking is already becoming important. For example, Barack Obama used networking to rally support during his 2008 presidential campaign. Social networks have also been found to affect people’s personal preferences. In another recent experiment, Duncan Watts, a networking expert at Yahoo!, recruited 14,000 people. He then asked them to rank 48 new songs that they had never heard before. The research revealed that when the volunteers were aware of the selections made by their fellow volunteers, they changed their preferences completely to conform to those of the group. Watts then divided the recruits into eight groups and did not allow the groups to intermingle. Then results varied radically between the groups. For example, one group’s top-rated song might be ranked 42nd by another group. “We assume things are popular because that’s what people want,” Watts said. However, he added, “This is showing that’s wrong.” The Associated Press contributed to this story.


READING ASSESSMENT: CONSTRUCTED RESPONSES Directions: This first part of your individual assessment gives you the chance to demonstrate your understanding of

the articles read. Answer the questions below in complete sentences. You may use an extra sheet to make any notes or to draft your response. You may refer to all of your student booklet materials to help you answer the questions.

1. “Making Decisions” highlights the influence social networks have on decisions that we believe to be simply “personal.” The article does not fully address the implications of this influence. What inference(s) can you make about how this influence? What possible implications are there? (Standard RI.1) (DOK -2 & DOK -3) _____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 2. What is the purpose of the cartoon in Source E? Describe aspects of the drawing to support your answer. Use examples from the article to support your answer. (Standard RI.6) (DOK -2 & DOK -3) ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ 3. In “Wired and Tired,” the author uses the metaphor, “deluge of communication” to describe one of the consequences of social networking. What does the author mean by that phrase? How does his word choice affect our understanding? Use textual evidence as well as your own inferences to explain your response. (Standard RI.4) (DOK -2 & DOK -3) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DSCYF EDUCATION UNIT PROS and CONS ORGANIZER

Directions: Read the questions below. Reference your notes to write answers to the questions in the "REASONS" section. In the “SUPPORTING EVIDENCE” column, note the evidence and source to support your thoughts. You may use evidence from the texts, videos, and the quotations from the SORT activity. After talking and sharing ideas with a classmate, complete the "NEW IDEAS" section based on your conversation.

PROS REASONS SUPPORTING EVIDENCE & SOURCE

What are 2-3 reasons that social networking’s impact on society has been positive?

Pair-Share: NEW IDEAS from my partner

CONS REASONS SUPPORTING EVIDENCE & SOURCE

What are 2-3 reasons that social networking’s impact on society has been negative?


Pair-Share: NEW IDEAS from my partner

Based on the reasons and evidence you gathered above, now you will write a claim you feel prepared to

support in your writing task.

MY CLAIM

DSCYF EDUCATION UNIT MY ARGUMENTS ORGANIZER

Directions: Prepare at least two reasons, supporting evidence and how you will address a counterclaim. There

is room for you to include an optional third reason.

CLAIM:_____________________________________________________________________________

___________________________________________________________________________________

___________________________________________________________________________________

Reason

________________________________________________________________________________________________________________________________________________________________________________________________________

Reason

________________________________________________________________________________________________________________________________________________________________________________________________________

Reason

________________________________________________________________________________________________________________________________________________________________________________________

Evidence

________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence

________________________________________________________________________________________________________________________________________________________________________________________________________

Evidence

________________________________________________________________________________________________________________________________________________________________________________________

Opposing View My Response to Opposing View

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

DSCYF EDUCATION UNIT PERFORMANCE WRITING TASK Directions: Please respond to the prompt below in writing. You may use your notes and your answers to your constructed response questions to inform your writing. You must write your entire argumentative essay on the lined paper provided by your teacher. Your essay should have a minimum of 5 paragraphs.

Writing Prompt: Currently, our school district blocks access to social networking sites such as Facebook. Principals and teachers have been debating the pros and cons of this policy.

Has social networking’s impact on society been more positive or negative? (DOK -3 developing a logical argument) After reading the provided texts and viewing the videos on the topic, write an argumentative essay (at least 5 paragraphs) that addresses the question and support your position with evidence from the texts and videos. Be sure to acknowledge competing views (counterclaim). 1. Begin with an introduction that frames the purpose of your essay and states a claim.

2. Develop your argument with clear reasons and evidence drawn from at least three sources. Explain the significance of the evidence and how it supports the claim. 3. Acknowledge and address an opposing or competing view (counterargument/concession).

4. Provide a conclusion that effectively summarizes the argument and explains its significance. Be Sure To: Use appropriate transitions.

Use precise language and vocabulary to inform or explain your topic.

Establish and maintain a formal style.

Edit for spelling and grammar.

Write a minimum of 5 paragraphs.


Argumentation/Opinion Text-Based Writing Rubric Grades 11–12

Score of 4 Score of 3 Score of 2 Score of 1 R

ea

din

g

Re

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rch

The writing – *makes effective use of available resources *skillfully/effectively *supports an opinion with relevant and sufficient facts and details from resources with accuracy *uses credible sources*

The writing – *makes adequate use of available resources *supports an opinion with relevant and sufficient facts and details from resources with accuracy *uses credible sources*

The writing – *makes limited use of available resources *inconsistently supports an opinion with relevant and sufficient facts and details from resources with accuracy * inconsistently uses credible sources*

The writing – *makes inadequate use of available resources *fails to support an opinion with relevant and sufficient facts and details from resources with accuracy * attempts to use credible sources*

De

ve

lop

me

nt

* addresses all aspects of the writing task with a tightly focused response * skillfully develops the claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns

*addresses the writing task with a focused response *develops the claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns

* addresses the writing task with an inconsistent focus *inconsistently develops the claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns

* attempts to address the writing task but lacks focus * attempts to establish a claim or proposal * supports claim(s) using evidence that is insufficient and/or irrelevant

Org

an

iza

tio

n

*effectively introduces precise, knowledgeable claim(s); establishes the significance of the claim(s); distinguishes the claim(s) from alternate or opposing claim(s) * skillfully creates an organization that logically sequences claims, counterclaims, reasons, and evidence *skillfully uses words, phrases, and /or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims * provides an effective concluding statement or section that follows from and skillfully supports the argument presented

*introduces precise, knowledgeable claim(s); establishes the significance of the claim(s); distinguishes the claim(s) from alternate or opposing claim(s) *creates an organization that logically sequences claims, counterclaims, reasons, and evidence * uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims * provides a concluding statement or section that follows from and

*introduces the claim(s); however, may fail to distinguish the claim(s) from alternate or opposing claim(s) * has a progression of ideas that may lack cohesion (ideas may be rambling and/or repetitive) *inconsistently uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims * provides a sense of closure

*identifies the claim(s) *has little or no evidence of purposeful organization

La

ng

ua

ge

/C

on

ve

nti

on

s *demonstrates an exemplary command of standard English conventions *skillfully employs language and tone appropriate to audience and purpose * has sentences that are skillfully constructed with appropriate variety in length and structure *follows standard format for citation with few errors*

*demonstrates a command of standard English conventions; errors do not interfere with understanding *employs language and tone appropriate to audience and purpose *has sentences that are generally complete with sufficient variety in length and structure *follows standard

* demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding * inconsistently employs language and tone appropriate to audience & purpose * has some sentence formation errors and/or a lack of sentence variety * follows standard format for citation with several errors*

*demonstrates a weak command of standard English conventions; errors interfere with understanding *employs language and tone that are inappropriate to audience and purpose *has frequent and severe sentence formation errors and/or a lack of sentence variety *follows standard format for citation with significant errors*

DSCYF EDUCATION UNIT English IV, Unit 1, Lesson 1

Learning Goals for this Lesson

Standards RL 11-12.1,, RI 11-12.1, RL 11-12.5, RI 11-12.5, RL 11-12.6, W 11-12.2, W 11-12.4, SL 11-12.1, L11-12.2, L 11-12.3, L 11-12.4

Students Will Know -Rhetorical Devices -Analogy, Repetition, Rhetorical Question, Antithesis -Analyze Informational text -Tone -Theme -Style

Students Will Be Able To -Explain cultural relevance within a story. -Understand theme in relation to author’s purpose.

-Make connections between conclusions they draw and other

beliefs or knowledge -Identify rhetorical strategies used by an author in a text -Analyze an author’s choice of rhetorical strategies

Lesson Essential Question: How do writers and speakers persuade audiences?

Activating Strategy:

Use Power Notes on the Holt/McDougal online site to conduct the following activating strategy: During the Renaissance, a nation’s leaders did not have to run for office. However, both Sir Thomas More and Elizabeth I suggest that even kings and queens must demonstrate effective leadership to win the support of their people. SURVEY What qualities do you think are important in a leader? Rate each quality listed below by choosing a number from 1 (least important) to 5 (most important). Discuss your ratings with a classmate. (See Attached Survey) GROUP DISCUSSION: DEVELOPING LEADERSHIP Remind students that, as they read these selections, they considered the qualities that are important in a leader. Then have groups of students meet and discuss practical ways in which teenagers can work toward leadership goals such as these: •putting your followers’ needs ahead of your own •identifying with your followers •creating encouragement, unity, and a sense of purpose among your followers •finding compromises when followers disagree with you or with one another •developing leadership qualities in your followers Invite group representatives to share each group’s best ideas with the class.

Key vocabulary to preview and vocabulary strategy: Tier II: Indolence, Plundering, Lamentation, Subjection Tier III: Analogy, Repetition, Rhetorical question, Antithesis

Double journal entry (Fold the page in half, length wise. On the left side, write the term, and on the other, the definition with a picture that helps the student remember what the term means to them.)


Lesson Instruction

Learning Activity 1: Pages 146 -148 Holt/McDougal 12th Grade Text Whole group: Both Sir Thomas More and Elizabeth I use rhetorical devices—

techniques that communicate their ideas and support and strengthen their arguments. As you read, pay attention to their use of the following techniques and annotate your findings: (Show short video on text annotation if students are not familiar with the process –link under resources) • An analogy is a comparison made between two dissimilar things in order to explain an unfamiliar subject in terms of a familiar one. For example, More compares a bad ruler to an incompetent physician who cannot cure a disease except by creating another. • Repetition is the repeated use of a word or phrase. For example, Elizabeth I repeats the phrase “I myself” to emphasize her personal involvement in England’s defense. • A rhetorical question is a question to which no answer is expected. (Who is more eager for revolution than he who is discontented with his present state of life?) • Antithesis expresses contrasting ideas in parallel grammatical structures. (I know I have the body but of a weak and feeble woman; but I have the heart and stomach of a king. . . .) To model how to identify rhetorical devices, conduct the following activity. Write this passage on the board: As the highland path is shrouded in fog, so the future is unclear. Every turn is blind and every mile mysterious. Have students identify the rhetorical devices in the passage. Point out that the first sentence presents a brief analogy; the second sentence uses repetition of the word every for emphasis. GUIDED PRACTICE: Have students work through the analogy with teacher and then try a few in their pairs. (See practice work attached). In a way, your skeleton is similar to a tree. When you’re young, your bones are flexible, like the stem of a spring sapling. As you age, however, your bones become more brittle, like the old hard branches that snap off in the wind. Young bones: ________::_________ : hard branches. Then have pairs practice the rhetorical devices –rhetorical question, antithesis and parallelism using the same practice work below. Have pairs share out answers and reasoning behind their answers.

Small group: Have student pairs create their own examples of each rhetorical device.

Have pairs share examples with the class. Assessment Prompt for Learning Activity 1: Numbered heads –Ones tell twos

the purpose of using rhetorical devices and then twos will explain the definition of one rhetorical device to twos and give an example of the device.

Graphic Organizer

T-Chart

3-2-1 Template

Learning Activity 2: As teacher reads lines 1-20 from text “from Utopia”, students will search for rhetorical devices as well as an answer to the question: What might cause a king to be hated by his people? Students will annotate text and note rhetorical device on their charts as well as the idea the author is emphasizing. When teacher finishes lines ask question again. Call on volunteers to provide an answer. Answers should be something like: when a king cares more about his own welfare more than the welfare of his subjects a king might be hated by his people. Student pairs will reread lines 1–5 to answer the questions: What rhetorical device does More use? How does it strengthen his argument? Student pairs will share out answers. Lead students to the idea that More uses an analogy, comparing a king to a shepherd. This analogy underscores a main idea of the work—namely, that an effective king is a caretaker. Now have student pairs reread lines 6 - 10. Again ask them to search for the rhetorical device used and what purpose it serves. Pairs will share out answers. Teacher should lead students to the understanding that More used a rhetorical question in order to strengthen his argument by suggesting that

Assignment WRITE AN EDITORIAL: In the selection from Utopia, Sir Thomas More explains how a good king should behave. Think of a few important leaders today. Choose one, and write a three-to-five-paragraph editorial in which you express your opinions about this leader. Consider


discontented people are hard to control. Teacher will continue to read excerpt lines 21-33 while students listen for rhetorical devices utilized and annotate findings. Student pairs will reread lines 21-24 to determine the rhetorical device used and the idea the author is emphasizing. Pairs will share out findings. Teacher guide students to the understanding that the device used was an analogy and the author emphasized the fact that a ruler is incompetent if he can only control people by keeping them in poverty. Assessment Prompt for Learning Activity 2: Paired Response –Student pairs will use 3 of the 4 academic vocabulary words to summarize Mores use of rhetorical devices to persuade his readers that an effective king cares more about his subjects’ welfare than about his own. Pairs will share out answers.

both positive and negative aspects of the leader’s performance. Be sure to provide instruction on how he or she could become a better leader.

Learning Activity 3: Student pairs will read “Speech before the Spanish Armada

Invasion” by Queen Elizabeth I. Pairs will read this speech to learn how Queen Elizabeth says she will reward her subjects for their support in time of war. Pairs will also annotate selection noting the rhetorical devices used and entering information on their charts as well as the idea the author is emphasizing. Student pairs will share out findings. Teacher will introduce the skill of drawing conclusions. When you draw conclusions about a text, you make judgments about the author’s meaning based on statements in the text. For example, if a writer consistently criticizes corruption in public officials, you might conclude that the writer values honesty and integrity. As you reread the following selections with your partner, note ideas and supporting details that Thomas More and Queen Elizabeth consistently include that help you draw conclusions about their views of the proper role of a ruler. Use the graphic organizer provided to document ideas. Student pairs will share out ideas.

Assessment Prompt for Learning Activity 3: Pairs Square - With your partner,

respond to the following prompt: What is the proper role of a leader? Be sure to cite two pieces of evidence to support your reasoning. After three minutes, combine with another pair, swap responses and challenge the other pair’s reasoning by providing textual evidence as support. Teacher will move between groups to assess student’s understanding of providing textual evidence to support a claim.

Summarizing Strategy: How do writers and speakers persuade audiences? Answer the essential question from either Sir Thomas More’s or Queen Elizabeth’s perspective. Share out summaries.

Resources: 10:33 minute video on How to Annotate Text http://www.youtube.com/watch?v=jrly3EtnT8I

http://www.youtube.com/watch?v=jrly3EtnT8I

DSCYF EDUCATION UNIT Leadership Qualities Survey: Rate the importance of each quality by circling a number.

Least MOST

Intelligence 1 2 3 4 5

Morality 1 2 3 4 5

Courage 1 2 3 4 5

Eloquence 1 2 3 4 5

Charisma 1 2 3 4 5


from UTOPIA / SPEECH BEFORE THE SPANISH ARMADA INVASION

Reading Skill: Draw Conclusions

When you draw conclusions about a text, you make judgments based on statements in the text and what you know about the ways of the world. You can draw conclusions about the point of view of the writer from the things he or she stresses in a passage. Directions: As you read the two selections, note main ideas and supporting details that help you draw conclusions about Thomas More’s and Queen Elizabeth’s views of the proper role of a ruler. An example has been done for you.

from Utopia

Details from the Passage More’s Views on Ruling

“It belongs to the king to take more care for

the welfare of his people than for his own”

He respects a king who is unselfish and

caring.

Speech Before the Spanish Armada Invasion

Details from the Passage Elizabeth’s Views on Ruling

DSCYF EDUCATION UNIT Name Date

from UTOPIA / SPEECH BEFORE THE SPANISH ARMADA INVASION Text Analysis: RHETORICAL DEVICES

Rhetorical devices are techniques used by writers to communicate ideas and strengthen arguments. These techniques include the following: Analogy a comparison between two dissimilar things to explain an unfamiliar subject in terms of a familiar one Antithesis the expression of contrasting ideas in parallel grammatical form Repetition the repeated use of a word or phrase for emphasis Rhetorical question a question to which no answer is expected Directions: Identify the rhetorical device used in each passage listed in the first column of the chart. For each rhetorical device, explain what the author is emphasizing.

Lines Rhetorical Device Used What the Author Is Emphasizing

from Utopia, lines 1–5



“Speech,” lines 10–11

“Speech,” line 14

DSCYF EDUCATION UNIT Analogy Practice: Review: An analogy is a point-by-point comparison of two unlike things that are similar in some ways. Analogies help us understand new concepts by comparing them to familiar ones. Comparison words and phrases, such as is like and in the same way, often signal analogies. Many analogies follow the format A : B :: C : D. This means that Subject A is related to Subject B in the same way that Subject C is related to Subject D. Directions: Read each item. Then fill in the blanks below to represent the concepts and/or people in this passage in an analogy format that follows A : B :: C : D.

1. In a way, your skeleton is similar to a tree. When you’re young, your bones are flexible, like the stem of a spring sapling. As you age, however, your bones become more brittle, like the old hard branches that snap off in the wind. too much water pressure : ________:: ______________: heart attack

2. The once-proud automaker had fallen on hard times. Like a battered jalopy, it had stalled on the highway. Having no money to pay its workers, the company was clearly out of gas. _________________: no money :____________________ : out of gas

3. Running an antique shop is like going on a fishing trip. I’d spend hours in my shop without a bite. Then a customer would walk in and get hooked on something there. A few minutes later, I’d make a nice sale-the catch of the day.________________: make a sale ::______________ : catch of the day

Rhetorical Devices Practice: Review: Rhetorical devices are techniques that use language for effect. Antithesis contrasts, with balanced grammatical constructions, opposing ideas to reveal a truth. Rhetorical questions lead an audience to think about a topic, often in order to adopt the writer's views. Parallelism is the use of similar grammatical forms to link connected ideas. These devices create memorable rhythms that make an audience receptive to a writer's ideas. A. Directions: Read the passage. Then circle the best answer. Success makes men proud; failure makes them wise. —Anonymous 1. Identify the rhetorical device in the saying above. a. rhetorical question: prompts the audience to think about human nature and ultimately agree with the writer's view of human nature b. antithesis: an insight captured in a pair of grammatical forms that juxtaposes two opposing ideas c. rhetorical question: a question that concerns a topic with few easy answers d. antithesis: a rhythmic form that has no known author B. Directions: Read the boxed speech excerpt. Then, circle true or false. Any government that is willing to assist in the task of recovery will find full cooperation; I am sure, on the part of the United States Government. Any government which maneuvers to block the recovery of other countries cannot expect help from us. —George C. Marshall, U.S. Secretary of State under President Truman, delivering a commencement address at Harvard University, June 5, 1947 True - False 2. The words “Any government” and “recovery” are repeated to clarify a feature of American foreign policy and are an example of parallelism. True - False 3. The repetition of “Any government” and “recovery” builds a rhythmic tempo that creates balance and flow, especially when the text is spoken. True - False 4. Parallelism and antithesis are alike in that they both rely on balanced grammatical forms.

DSCYF EDUCATION UNIT Manzo’s and Casale’s Listen-Read-Discuss adapted by Teresa Rush Doug Fuch’s Ph.D., and Lynn Fuch’s, Ph.D. Peer-assisted Learning Strategy adapted by Teresa Rush

Listen Read Discuss & PALS (Peer Assisted Learning Strategy) Reading Framework 1. BEFORE READING-Review the reading selection, and prepare a brief, organized overview that points out:

nd write about…”)

2. DURING READING-Peer-Assisted Learning Strategy- Have students read the textbook/article in pairs:

-10 min.)

-Reads the text aloud

-Follows along

-Summarize section of text and complete next part of the assignment

3.AFTER READING-Discuss the material students have heard and read when 7-10 min. are up. Begin the discussion by asking for the information students were told to look for. Record for class to see as it is discussed. Repeat after the next 7-10 min.



Standards RI.11-12.1, RI.11-12.2, RI.11-12.5, W.11-12.1, W.11-12.4, W.11-12.5, W.11-12.6

Students Will Know -inference -How to analyze an argument/debate -Various patterns of organization: sequence/chronological order, description, comparison, problem/ solution, simple cause/effect, conflict/resolution -Text Structure -Author’s Choices -Debate

Students Will Be Able To -Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text -Analyze the relationship between text organization and development of ideas -Analyze the relationship between form/structure and meaning in text -Identify how author’s choices affect central ideas

Lesson Essential Question: How do readers use textual evidence to answer questions, confirm predictions, support responses and evaluate arguments?

Activating Strategy: Does Gender Impose Limits? From birth, you are identified by your gender. In every society, certain

traits and behaviors are considered typically masculine or feminine; for example, some of the speakers in “Female Orations” believe that women should be submissive toward men and strive only to become good housewives. Of course, attitudes toward women have changed greatly since the Renaissance, but many people feel that gender still influences how we see ourselves and how others see us. DISCUSS: With a partner of the same gender, discuss whether you feel that your gender has limited choices or opportunities and be ready to give reasons to support your answers. Share your conclusions with a pair of the opposite gender.

Key vocabulary to preview and vocabulary strategy Tier II: Unconscionable, Labyrinth, Oration Tier III: Text Structure, Debate, Argument, Claims, Counterclaims, Perspectives Linear Arrays: Provide students with a definition of the word then ask student pairs to complete the linear arrays. Have pairs share out their arrays. Linear arrays are a strategy to extend vocabulary by asking students to extend their understanding of words. Using opposites on each end, students add words that are in between.

Lesson Instruction

Learning Activity 1: Debate is an organized exchange of opinions on an issue.

In academic settings, debate refers to a formal oral contest in which two opposing teams defend and attack a proposition. Cavendish loosely uses the debate form in “Female Orations” to express seven different views on the role of women in society. Student pairs will each take one of the seven orations and determine two or more claims, or central ideas, that each speaker uses, and note how the speaker defends this claim. In addition, look for the following in each oration: • Counterclaims, the arguments the speaker makes to oppose another speaker’s claim • Support, such as reasons, evidence, or appeals to the audience’s values, that helps the speaker prove a claim • Assumptions, the beliefs that are taken for granted by the speaker as the basis for a claim Teacher will read and model the analysis of the first orator’s claim. Claims: The first speaker proposes that the women meet frequently to discuss gender issues and ways in which they can become “as free, happy, and famous as men.” Counterclaim: Men may try to stop us from meeting because they do not believe women matter. The orator uses similes such as “we live like bats or owls” to strengthen her argument that the women need to meet regularly to develop means to improve their situation. Now have teams complete a similar analysis. Teams will share out findings with another group. Teams will look for similarities and differences between their orator’s claims and list these issues. Groups will present findings to the class. Students will meet with partner again and answer the question: Why did

Graphic Organizer


Cavendish present the discussion of women’s issues in a form of a debate? Pairs will share out theories.

Variation: (Fishbowl Discussion) As each group of four compares their orator’s claims

and support, have the other groups listen in on their conversation and take notes. This way all groups will have a preview of the seven claims.

Assessment Prompt for Learning Activity 1: Numbered Heads: Ones explain to twos

what a debate is. Twos tell ones the three parts of an argument (one side of a debate). Have one group share answers with the class.

Learning Activity 2: Student pairs will go back and read the selection using the PALS

reading method and complete the debate chart together. Student pairs will find the orator’s claim as well as their counterclaim and list these in the chart. Pairs will share out counterclaims found with class. Assessment Prompt for Learning Activity 2: Paired Response: Student pairs will use

chart to review arguments presented and choose the argument they believe makes the best case and cite reasons for their choice. Pairs will share out explanations.

Assignment: ON LIMITS: REFLECTIVE ESSAY Ask students to write (and, if they wish, share) a reflective essay on a matter related to limits, perhaps responding to one of these prompts: •No one can excel at everything. How can a person determine his or her strengths and accept his or her weaknesses? •According to the text (page 471), “gender still influences how we see ourselves and how others see us.” What other factors—rightly or wrongly—have the same kind of influence? •Describe a time when you were challenged to rise above what you thought of as a limitation. What did you learn from the

experience?

Learning Activity 3: To model how to analyze historical context and make inferences, read

Loyal Royalists and A Writer Is Born on the previous page aloud to students. Work together to identify events and social conditions that may have influenced Cavendish (if not for the writing of “Female Orations,” then perhaps for her other writings). Remind students that Cavendish was the daughter of a woman whose take-charge behavior made her suspect in her neighbors’ eyes; she had to live away from England—and thus lived in parts of Europe—because she supported the English monarchy. GUIDED PRACTICE Have students look back at the historical essay at the beginning of the unit and name events that may have influenced Cavendish’s writing. Have student pairs go back to the text and indicate which events or social conditions would have influenced each writer the most. Have pairs share answers with

the class. Assessment Prompt for Learning Activity 3: Quick Write - Different

Perspectives: In what ways do the views expressed about gender in “Female Orations” differ from commonly accepted views in our society today? Support your response with evidence from the text. Use sentence starters for students that made need additional support.

Summarizing Strategy: How do readers use textual evidence to answer questions, confirm predictions, support responses and evaluate arguments? Students will complete the following RAFT to answer the essential question. Role: You are the head speech writer for President Obama; Audience: two college interns who would like to write speeches for presidential campaigns. Format: Memo Topic: explain to your interns the steps they would need to follow when evaluating or writing a speech (argument).

DSCYF EDUCATION UNIT FEMALE ORATIONS Reading Strategy READING A DEBATE

A debate is an organized exchange of opinions on an issue. In academic settings, debate

refers to an oral contest in which two opposing teams defend and attack a proposition.

Directions: Cavendish loosely uses the debate form in “Female Orations.” As you read

each oration, record the speaker’s objection to the previous argument. Then explain the

speaker’s own position. An example has been done for you.

Speaker Objection to Previous Argument Speaker’s Own Position

I no previous argument Women should unite to free

themselves from the control of men.

II

III

IV

V

VI

VII



Standards: RL.11-12.1, RL.11-12.2, RL.11-12.5, RI.11-12.1, RI.11-12.2, RI.11-12.5, W.11-12.1, W.11-12.4, W.11-12.5, W.11-12.6

Students Will Know -Inference -Poetic devices -Imagery -Textual Evidence -How to analyze literary text (poem) - Aesthetic impact -Steps in writing an argument

Students Will Be Able To -Make inferences about content, abstract ideas and events in a text and identify author’s decisions -Identify/cite appropriate text support for inferences about content, concrete ideas and author’s decisions in a text. - Make connections between conclusions they draw and other beliefs or knowledge - Analyze how an author’s choices concerning how to structure specific parts of a text contribute to its overall structure and meaning as well as its aesthetic impact - Create an organization that logically sequences claims, counterclaims, reasons, and evidence

Lesson Essential Question How do I analyze multiple texts to determine if they communicate similar meanings?

Activating Strategy: Students will have a Wordle for the next text (poem) “from Eve’s Apology, In Defense of Women”. Based

on the words displayed, student pairs will create a sentence explaining what they believe the poem will be about. They will only have the Wordle (no title or text). Student pairs will share out predictions. (Wordle is software for generating “word clouds” from text that you provide. The clouds give greater prominence to words that appear more frequently in the source text.)

Link to this Wordle: http://dscyfeducation.wikispaces.com/ELA+Resources

Key vocabulary to preview and vocabulary strategy: Tier II: Breach, Reprove Tier III: Rhyme, Rhyme Scheme, Aesthetic Complete personal connection vocabulary strategy to introduce tier II and tier III vocabulary (graphic organizer located at the end of lesson). Additional graphic organizers to teach vocabulary can be found on the link below. http://www.dailyteachingtools.com/free-graphic-organizers-s.html#11

Lesson Instruction

Learning Activity 1: In the biblical Book of Genesis, Eve is tempted by a serpent to

eat the fruit of the forbidden tree of knowledge, and she in turn offers it to Adam. As a result of their disobedience, God expels them from the Garden of Eden, taking away the gift of human immortality. These stanzas are from Amelia Lanier’s defense of Eve, in which the poet (1570?–1640?) adopts a position that was quite radical at the time. Teacher will read the first stanza and ask students to remember that the biblical narrative says that both Adam and Eve ate the forbidden fruit. Students will listen to determine whose sin was greater, and why according to the narrator? Possible answer: Adam’s sin was greater; although he had a higher position in God’s creation (lines 4, 7–10, and 13) and knew God’s command better (lines 6 and 11–12), he still disobeyed. Student pairs will continue to read the next three stanzas using the PALS reading strategy. Student pairs will read each stanza searching for the answers to the following: Stanza #2: From these two stanzas, what can the reader infer about the position that most people took at that time? Possible answer: The reader can infer

Graphic Organizer -See below

http://dscyfeducation.wikispaces.com/ELA+Resources

http://www.dailyteachingtools.com/free-graphic-organizers-s.html#11


that the traditional position was that although Adam and Eve both sinned, Eve’s sin was greater because she gave in to the temptation first. Stanzas #3 & 4: In these stanzas, how does the speaker defend Eve’s weakness? Possible answer: The speaker admits that Eve was weak (lines 3 and 29), but she defends Eve’s weakness by asserting that Eve ate the fruit because she was deceived and lied to (lines 5 and 23) and then offered the fruit to Adam out of love and a desire to improve his capacity for knowledge (lines 21 and 25–28). Student pairs will share answers with class.

Assessment Prompt for Learning Activity 1: Create a storyboard that depicts the

author’s perspective concerning Eve’s transgression. Complete captions for each panel. Share storyboards with classmates.

Learning Activity 2: Students will revisit the terms rhyme and rhyme scheme. Rhyme is the repetition of the same stressed sounds, such as chintz and mince or mirage and massage. The final words of the lines of a poem often rhyme. The pattern of these end-of-line rhymes is the poem's rhyme scheme. Teacher will provide an example of several words the rhyme with locate: debate, donate, rebate, etc. Have student pairs read each item. Think of two words that rhyme with it. Write the words on the lines. If time students can create rhyming couplets. 1. stage 2. proud 3. duffle 4. impression Students will share answers with another team. Introduce rhyme scheme with Robert Frost’s poem: “The Road Not Taken”. Show students that the rhyme scheme is a, b, a, a, b. Student pairs will then read the following stanza from an Elizabeth Barrett Browning poem and find the words that rhyme write them on the chart and label the pattern. Student pairs will use letters a, b, c to label pattern. Pairs will share findings.

from A Musical Instrument What was he doing, the great god Pan, Down in the reeds by the river? Spreading ruin and scattering ban, Splashing and paddling with hoofs of a goat And breaking the golden lilies afloat With the dragon-fly on the river. —Elizabeth Barrett-Browning Answer: a, b, a, c, c, b

Assessment Prompt for Learning Activity 2: Students will reread the poem “Eve’s

Apology” and determine the rhyme scheme utilized. Share answers. Answer: A, B, A, B, C, C.

Assignment: THE EIGHTH SPEAKER: ORATION Suppose that Eve, the subject of Amelia Lanier’s poem, were part of Cavendish’s group. To which of the other speakers would she be most likely to respond, and what would she say? Have students write an oration for Eve that relates the issues that Cavendish raises to her own situation—namely, being blamed by much of the world for all that is wrong with the world. As students plan their orations, encourage them to decide (1) how much Eve understands about what she did and about how many readers might view her and (2) what position she would take in the 17th century, given the perspective that time has allowed her.

Learning Activity 3: Teacher will facilitate the following discussion to compare the

two texts “Female Orations” and “Eve’s Apology” - Restate In “Female Orations,” much is said about the alleged weaknesses of women. Have students pair up and review the poem to answer the following: In these stanzas, how does the speaker defend Eve’s weakness? Possible answer: The speaker admits that Eve was weak (lines 3 and 29), but she defends Eve’s weakness by asserting that Eve ate the fruit because she was deceived and lied to (lines 5 and 23) and then offered the fruit to Adam out of love and a desire to improve his capacity for knowledge (lines 21 and 25–28). Pairs will


share answers. Student pairs will then analyze - why might the fourth and sixth

speakers in “Female Orations,” in particular, have commended this speaker? Possible answer: The sixth speaker probably would have commended this speaker’s implication that Eve was seeking—for herself and for Adam—to imitate God by growing in knowledge (lines 21 and 25–28 of the poem and lines 67–72 of the debate); the fourth speaker might have commended the idea that in reaching for knowledge, which men find important (lines 31–32 of the poem), Eve was doing something “masculine,” displaying her strength and wit (lines 47–54 of the debate). Student pairs will team up with another group and discuss findings. Groups will share answer with the class.

Assessment Prompt for Learning Activity 3: Quick Write - Compare Texts:

Consider the view of the relationship between men and women expressed in “Eve’s Apology in Defense of Women” (page 476). How is it similar to or different from the view of one or more of the speakers in “Female Orations”? Use details from the poem and from the orations to support your ideas. Students may use notes and graphic organizers to assist in the quick write.

Summarizing Strategy: How do I analyze multiple texts to determine if they communicate similar meanings? Complete a $2.00 summary to answer the essential question.

DSCYF EDUCATION UNIT The Road Not Taken TWO roads diverged in a yellow wood, And sorry I could not travel both And be one traveler, long I stood And looked down one as far as I could To where it bent in the undergrowth; 5 Then took the other, as just as fair, And having perhaps the better claim, Because it was grassy and wanted wear; Though as for that the passing there Had worn them really about the same, 10 And both that morning equally lay In leaves no step had trodden black. Oh, I kept the first for another day! Yet knowing how way leads on to way, I doubted if I should ever come back. 15 I shall be telling this with a sigh Somewhere ages and ages hence: Two roads diverged in a wood, and I— I took the one less traveled by, And that has made all the difference. 20

DSCYF EDUCATION UNIT STORY BOARD: EVE’S APOLOGY ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________ ____________________________________________________________________________________________________________________

DSCYF EDUCATION UNIT Personal Connections: All of these words are related to this topic

Word Definition Personal Connection

(What do I know about this word, have I ever used this word, where have I used this word, visual to

remind me of the word’s meaning)

k-u-d (know, understand, do) chartdscyfeducation.wikispaces.com/file/view/english iv unit...

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