web viewharper lee biography. ccss w9.9- draw evidence from literary or information texts to support...

Harper Lee BiographyCCSS W9.9- Draw evidence from literary or information texts to support analysis, reflection, and research

Objective: Students will create a graphic organizer that compares the information provided in the three different Harper Lee Biographies. Based upon the sources, they will evaluate the reliability of the facts. They will then make on inference on how her life influenced the novel. This will be demonstrated through the 8-10 sentence long paragraph response.

Harper Lee Biography Written Response________________________________________________________________________________________________________________________________

In a 8-10 sentence paragraph reply, explain how the events in Harper Lee’s life influences her story? Be sure to cite at least two quotes from the biographies to justify your answer.

As you write your reply, consider the following:

No I, Me, or My statements Start each paragraph out with a strong topic sentence Include at least two quotes from the articles to support your assertion/position Follow each quote with at least three sentences of commentary Do not start any sentences with a quote. Weave the quotes into each sentence

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The Great Depression CCSS W9.9- Draw evidence from literary or information texts to support analysis, reflection, and research

Objective: Students will create a graphic organizer that analyzes the cause and effect of the great depression. Students will then use the chart they created to predict how the setting of the story influenced the novel (the characters, situation, etc …). This will be demonstrated as students compose a 8-10 sentence long paragraph response, where they justify their conclusion.

The Great Depression Written Response________________________________________________________________________________________________________________________________

In a 8-10 sentence paragraph reply, explain how the setting played an influence of the story. Be sure to use at least two examples from your texts to justify and support your position.



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Jim Crow Laws

K W L

CCSS Information Text R9.9- Analyze seminal U.S. Documents of historical and literary significance, including how they address related themes and concepts.

Objective: Students will collaborate in groups to record what they know about the Jim Crow Laws. They will compose questions about what they want to know. They will read, analyze and annotate two documents, and then record what they have learned. This will be demonstrated through the K-W-L Chart, annotated documents and class discussions.

How a Southerner Licked Intolerance

Paragraph What It Says (Quote) What It Means (Inference) Rhetorical Device

CCSS Reading Information Text 9.6: Determine an author’s point of view in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Objective: Students will read, analyze, and annotate the article, “How a Southerner Licked Intolerance”. They will then determine what rhetorical device the author used. This will be demonstrated through charting the text.

How A Southerner Licked Intolerance Written Response________________________________________________________________________________________________________________________________

Based off of your understand of the setting and Jim Crow Laws, do you think that the author of “How a Southerner Licked Intolerance,” created a persuasive argument? Explain what rhetorical devices the author used and if this device advance the intended purpose. Be sure to support your position with examples from multiple articles.



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The Scottsboro Case

What Do You See Prediction: What Does It Mean What Does It Really Mean



CCSS Reading Information Text R9.7: Analyze various accounts of a subject in different mediums, determining which details are emphasized in each account.

Objective: Students will analyze each picture and predict what it means. After reading and annotating “The Scottsboro Case” Article, they will re-analyze their prediction and re-evaluate what the image is saying. This will be demonstrated through annotations, class discussions, and revisions made on this worksheet.

The Scottsboro Case Written Response________________________________________________________________________________________________________________________________

The Scottsboro case can bring up many different emotions. What is your personal response to what happen to these boys? Do you t feel that there is any justification for what happened? Do you feel that incidents like this can still happen today? As you respond,

feel free to use personal “I” statements. You also need to justify your answer by citing textual evidence.


Start each paragraph out with a strong topic sentence Include at least two quotes from the articles to support your assertion/position Follow each quote with at least three sentences of commentary Do not start any sentences with a quote. Weave the quotes into each sentence

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The Scottsboro Case Timeline History________________________________________________________________________________________________________________________________Event:Textual Evidence: Event:Textual Evidence:Event:Textual Evidence: Event:Textual Evidence: Event:Textual Evidence:Event:Textual Evidence: CCSS Reading Information Text R9.7: Analyze various accounts of a subject in different mediums, determining which details are emphasized in each account.

Objective: Students will read, annotate, and analyze the document covering The Scottsboro Trial. Students will evaluate each event and determine the key factors that influenced the situation and trail. This will be demonstrated as student trace out each event on a timeline, and support the major events with textual evidence.

Compare the information you gathered to the timeline

provided on the next article. What information can you add to your timeline that was not included in the History of the

Trial?

Event:Textual Evidence: Event:Textual Evidence:Event:Textual Evidence: Event:Textual Evidence: Event:Textual Evidence:Event:Textual Evidence: Event:Textual Evidence: Event:Textual Evidence:Event:Textual Evidence: Compare the information you gathered to the timeline

provided on the next article. What information can you add to your timeline that was not included in the History of the

Trial?

The Scottsboro Case Timeline History – Part II________________________________________________________________________________________________________________________________


Objective: Students will read, annotate, and analyze the document covering The Scottsboro Trial and the timeline of the case. After evaluating the events that occurred, students will select on of the following diagrams, and insert key information from the case and timeline to represent the complex series of events that occurred. Students will then write a 8-10 sentence paragraph that describe their diagram and explains how this diagram represents the case.

The Scottsboro Visual Relationship________________________________________________________________________________________________________________________________

You have just spent the past few days examining the events that occurred within the Scottsboro case. You then created a visual diagram diagram to show how all of the events connect and are related. Explain your diagram. Why did you select the diagram you did, THE

the events that you did? Why do you feel those are the key elements of the case? Justify your thinking process in a 8-10 sentence pare paragraph below.



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Character Analysis Chart________________________________________________________________________________________________________________________________

Individual Role in the Case Facts About Them Quote About Them Inference About Their Character and Justification


Objective: Students will read, annotate, and analyze the articles detailing information about each individual involved in the trail. They will use facts provided from the article to make an inference about each person and the role that they played in this court case. This will be demonstrated through the presentation of different individuals to the class and through the completing the Character Analysis Chart.

Diagram of the Chattanooga to Memphis_______________________________________________________________________________________________________________________________________________


Objective: Students will study, annotate, and analyze the diagram of the Chattanooga Freight Train. They will use the facts provide to label the diagram of the train, and using this information, make an inference about how realistic Ruby Bates and Victoria Prince’s claims are. This will be demonstrated as students write a paragraph, stating their claim and justifying their thoughts.

Facts:(1) The fight between white boys and some of the Scottsboro boys occurred in the last gondola (car #16) after the blacks jumped in from the adjoining boxcar (#17). (2) Price and Bates alleged that they were raped in the last gondola (car #16) by the Scottsboro boys after the boys threw the whites off the train. (3) Price and Bates were first seen by the posse in Paint Rock next to the fourth gondola (car #12). (4) A snuffbox belonging to Price was found in the fourth gondola (car# 12). (5) Price and Bates claimed that they moved from a tank car (car #22) to the gondola (car #16) at Stevenson. (6) Patterson's hand was stepped on by a white boy as he was hanging to the side of a tank car (car #23?) , starting the fight. (7) Montgomery testified that he entered car #37 by himself and stayed there until he was arrested in Paint Rock. (8) Roberson claimed he entered car #39 and remained there until he was arrested in Paint Rock. (9) Andy Wright testified that he was on the flat car (car #21) at the time of the fight and remained there until arrested in Paint Rock. (10) Roy Wright, Norris and others testified that they met on the cross-tie car and moved forward to the last gondola (car#16), where the fight with the whites took place. They testified that they never saw Price or Bates until the train was stopped at Paint Rock.

Analysis of the Diagram________________________________________________________________________________________________________________________________

Based off of the diagram of the Chattanooga Freight Train, do you believe that the boys could have committed the crime they are acaccused of? State your claim and provide specific examples to support and justify your position.



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Letter Analysis Chart_______________________________________________________________________________________________________________________________________________

Letter (Who is It From & date)

To Whom What was the purpose of the letter? What does it Say?

Inference made about that individual? Textual evidence and justification to support your

inference


Objective: Students will study, annotate, and analyze the personal letters written by different members of the Scottsboro Trial. They will analyze what each individual says and claims in their personal writing and use this information to make an inference about that individual’s character. This will be demonstrated through annotation of each text, class discussion, and by finishing the Letter Analysis Chart.

1931 Articles_______________________________________________________________________________________________________________________________________________

Article Purpose of the Article Rhetorical Devices Used & Textual Examples

Do the Facts & Articles Match up?

Is there a Bias? Explain


Objective: Students will study, annotate, and analyze the different articles from the 1931 News. Students will determine the attitude of the public towards the trail, and if the author of each article was being bias. This will be demonstrated as students annotate each article, determine the purpose of each article, and identify the different rhetorical devices used within each article.

1933 Articles_______________________________________________________________________________________________________________________________________________






1936 Articles_______________________________________________________________________________________________________________________________________________






1937 Articles_______________________________________________________________________________________________________________________________________________






Analysis of the Newspaper Articles________________________________________________________________________________________________________________________________

How was the Scottsboro Boy’s Case represented to the public? Do you feel that the media support their case, or that it helped convin convict them? Were the articles written with a bias? Did the attitude of the public change over time? As you analyze how the

newspapers replied to the Scottsboro Boy’s case, be sure to provide specific examples from varies articles to support your j justification.



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Additional Articles: Charting the Text_______________________________________________________________________________________________________________________________________________

Article Name: ___________________________________________________________________________________

Paragraph What is the author Saying in the text?Below are some questions you should ask:

-What is this section about?- What is the content?-What did I learn from this paragraph?- What information is being presented?

Text What is the author doing in the text?Below are some examples of what authors do …

-Give an example… -Summarizing information …-Interpreting data … -Reflecting on a process… -Sharing an anecdote…


Objective: Students will read, annotate, and analyze the additional articles from the Scottsboro Case. After studying this information, they will make an inference on how these documents influence the trial. This will be demonstrated through that annotations, class documents, and charting of the text.

Additional Articles: Charting the Text_______________________________________________________________________________________________________________________________________________

Article Name: ___________________________________________________________________________________






Objective: Students will read, annotate, and analyze the additional articles from the Scottsboro Case. After studying this information, they will make an inference on how these documents influence the trial. This will be demonstrated through that annotations, class documents, and charting of the text.

Analysis of the Current Newspaper Article________________________________________________________________________________________________________________________________

Read and annotate the article, “Alabama Pardons 3 ‘Scottsboro Boys’ After 80 Years. What is the author’s tone in the article? Do they Do they support Alabama, or are they writing this article so that the readers understand how unfair Alabama was to the Scottsboro Tiral Trial? In the following paragraph, identify the author’s claim and what rhetorical devices they use to support their decision. Based off off of all the information you have on the trail, do you feel the author used an appropriate tone? Justify your answer with specific evidence evidence from multiple sources.



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Langston Hughes on Scottsboro________________________________________________________________________________________________________________________________

Poem Literary Device Example Purpose for Using This Device Significance


Objective: Students will read, annotate, and analyze the poems Langston Hughes wrote in response to the Scottsboro Trail. They will determine his position on the case and his purpose for writing the poems. This will be demonstrated through the annotations they make on the page, identifying different figurative language devices, and explaining his purpose for using those different devices in his writing.

Poem Literary Device Example Purpose for Using This Device Significance

Strange Fruit Song Lyrics________________________________________________________________________________________________________________________________

Literary Device Example Purpose for Using This Device Significance


Objective: Students will read, annotate, and analyze the lyrics to the song “Strange Fruit.” They will determine the message that author was trying to send through the song and purpose for the lyrics. This will be demonstrated as student annotate the text and identify and explain the use of different literary devices.

Current Event Article Analysis Worksheet________________________________________________________________________________________________________________________________

Article: ___________________________________________________________________________________________________

Logos: Claims and Reason

What sentence best expresses the main claim of the text? What claims are made? What reasons are given? Do you agree or disagree. Support your answer with at least two quotes of textual evidence from the text.

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CCSS Information Texts R9.6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

Objective: Students will read and annotate the following article to determine the author’s point of view and purpose. They will identify if and how the author uses ethos, pathos, and logos is an effective one. This will be demonstrated through annotations, highlights on the text, class discussions, and by students finding examples of the different rhetorical devices from the text and explaining them.

Logos: Evidence

What kinds of evidence are used? What are the warrants, the underlying ideas or beliefs that drive the argument? In what ways are counterclaims addressed? Is the evidence sufficient? How does the author’s perspective, bias, or angle of vision frame the evidence that is presented? Support your answer with examples from the text.

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Ethos

How does the author demonstrate his/her level of knowledge about the issue? Where does the author demonstrate understanding or empathy with other points of view? Does the author ground the argument in share values and beliefs? Support your answer with sufficient evidence from the text.

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Pathos

What langue is “highly charged,” words that are intended to evoke a strong response or emotion? What specific details are used to crate lively images or trigger strong feelings? Does the author use any figurative language devices? What emotion response is expected from using a particular word/metaphor/analogy; how does this connotation math the writer’s purpose? Support your answer using sufficient evidence from the text.

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In what ways does the brief narrative make the case for adopting a particular point of view? Does the article contain any visuals? What impact does the visual text have on the audience? Support your answer using sufficient evidence from the text.

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Article: ___________________________________________________________________________________________________

Genre

What genre or type of writing is this? What are the features of this text? How is this text structured or organized? Support your answer with sufficient textual evidence from the article.

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Where and when was this text published? Does this publication have a particular bias or point of view? Support your answer with sufficient textual evidence from the article.



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What does the author do in each paragraph or section? Support your answer with sufficient textual evidence from the article.

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Audience

Who is the author’s intended audience? What assumptions are being made about the audience’s beliefs or world view? Support your answer with sufficient textual evidence from the article.

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How would the outside references or quotes appeal to the intended audience? To what community are these questions/quotes/facts significant and way? Support your answer with sufficient textual evidence from the article.

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To whom would this argument be persuasive? Is the audience presumed to be opposed to or in support of the claim? Support your answer with sufficient textual evidence from the article.

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Purpose

What is the writer’s aim in this text? What ideas, beliefs, or actions does the writer want to change? What problem or flaw is the writer responding to? Support your answer with sufficient textual evidence from the article.

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Article: ___________________________________________________________________________________________________








Article: ___________________________________________________________________________________________________



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Logos: Evidence


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Ethos


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Pathos


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Article: ___________________________________________________________________________________________________

Genre

What genre or type of writing is this? What are the features of this text? How is this text structured or organized? Support your answer with sufficient textual evidence from the article.

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Where and when was this text published? Does this publication have a particular bias or point of view? Support your answer with sufficient textual evidence from the article.

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What does the author do in each paragraph or section? Support your answer with sufficient textual evidence from the article.

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Audience

Who is the author’s intended audience? What assumptions are being made about the audience’s beliefs or world view? Support your answer with sufficient textual evidence from the article.

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How would the outside references or quotes appeal to the intended audience? To what community are these questions/quotes/facts significant and way? Support your answer with sufficient textual evidence from the article.

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To whom would this argument be persuasive? Is the audience presumed to be opposed to or in support of the claim? Support your answer with sufficient textual evidence from the article.

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Purpose

What is the writer’s aim in this text? What ideas, beliefs, or actions does the writer want to change? What problem or flaw is the writer responding to? Support your answer with sufficient textual evidence from the article.

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Article: ___________________________________________________________________________________________________








Article: ___________________________________________________________________________________________________



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Logos: Evidence


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Ethos


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Pathos


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