TEACHER EDITION: PREFACE How to use USOE Digital Books for Secondary English Language Arts USOE Digital Books for secondary English Language Arts are on both the UEN website and the USOE secondary language arts website. These resources are free and available to anyone. This edition includes a wide range of complex texts organized by grade bands: nine through twelve. These texts have been assessed by teacher teams for text complexity by using both quantitative Lexile level and qualitative criteria. The purpose of the USOE Digital Books is to ensure that teachers and students have access to a wide range of texts. For the 2015-2016 academic year, this edition is focusing on combining INFORMATIONAL and LITERARY texts. USOE Digital Books for secondary English Language Arts are a supplemental DIGITAL resource that will be developed and expanded each year. USOE Digital Books for secondary English Language Arts: ARE NOT intended to take the place of novels or other literary genres that are taught at each grade level based on local district and school resources and criteria. ARE NOT curriculum. DO NOT currently align to any English course or take the place of a textbook used in schools for literary texts. The Teacher’s Edition includes added resources to better support educators as they analyze their current instructional lesson design and adjust teaching to the expectations for more rigorous standards of student performance and cognitive rigor based on the learning needs of the students. Another goal is to redirect resources used to purchase traditional textbooks so that teachers and students will have access to a wide range of instructional materials in a digital format. Teachers can use whatever is helpful for them in designing the kind of instruction that will increase each student’s capacity to read increasingly complex texts and apply that understanding to writing, specifically argument and expository writing. The appendices include the following: Appendix A: The Cognitive Rigor Matrix and samples of constructed response prompts to show the depth of knowledge level and rubrics for students and teachers to assess writing in the Utah Core standards with a focus on argumentation. Appendix B: A clear explanation of text complexity and rubrics to support teachers in assessing both quantitative and qualitative criteria for text complexity. Other tools will focus on “Knowing the Student as a Reader,” better understanding the needs of a wide range of students. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 2 Legal The texts included in the USOE Digital-Books for secondary English Language Arts either (1) use an open license; (2) are in the public domain; or (3) qualify for inclusion under the Fair use is a fluid and situational standard; helpful guidance is provided in Circular 21 Reproduction of Copyrighted Works by Educators and Librarians issued by the US Copyright Office. Over time and with the next generation USOE Digital-Book editions, the goal of the Utah State Office of Education is to include only openly licensed and public domain material, eliminating material that depends on the fair use exemption criteria. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 3 APPENDIX A: COGNITIVE RIGOR How do we develop instruction that is increasingly more rigorous and supportive? The Cognitive Rigor Matrix and samples of constructed response prompts to show the depth of knowledge level and rubrics for students and teachers to assess the three kinds of writing in the Utah Core standards: argument, expository, and narrative. DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources Comparison Chart Table 1: A Comparison of Descriptors: Bloom’s Original Taxonomy and the Revised Bloom’s Taxonomy Cognitive Process Dimensions Bloom’s Taxonomy (1956) The Revised Bloom Process Dimensions (2005) Knowledge Define, duplicate, label, list, memorize, name, order, recognize, relate, recall, reproduce, state Comprehension Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, restate, review select, translate Remember Retrieve knowledge from long-term memory, recognize, recall, locate identify Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, compare/contrast, math like ideas, explain, construct models (e.g. cause-effect) Apply Carry out or use a procedure in a given situation; marry out (apply to a familiar task), or use (apply) to an unfamiliar task Analyze Break into constituent parts, determine how parts relate, differentiate between relevant-irrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g. for bias or point of view) Evaluate Make judgments based on criteria, check detect inconsistencies or fallacies, judge, critique Application Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, schedule, sketch, sole, use, write Analysis Analyze, appraise, calculate, categorize, compare, criticize, discriminate, distinguish, examine, experiment, explain Synthesis Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, organize, plan, propose, set up, write Evaluation Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value, evaluate Create Put elements together to form a coherent whole, reorganize elements into new patterns/structures, generate, hypothesize, design, plan, construct, produce for a specific purpose FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 4 Bloom’s Revised Taxonomy of Cognitive Process Remember Retrieve knowledge from long-term memory, recognize, recall, locate, identify Understand Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, infer a logical conclusion (such as from examples given), predict, Apply Carry out or use a procedure in a given situation; carry out (apply to a familiar task), or use (apply) to an unfamiliar task Analyze Break into constituent parts, determine how parts relate, differentiate between relevantirrelevant, distinguish, focus, select, organize, outline, find coherence, deconstruct (e.g., for bias or point of view) Webb’s Depth-of-Knowledge (DOK) Levels Level 1 Level 2 Level 3 Strategic Thinking/ Recall & Reproduction Skills & Concepts Recall, recognize, or locate basic facts, ideas, principles Recall or identify conversions: between representations, numbers, or units of measure Identify facts/details in texts Compose & decompose numbers Evaluate an expression Locate points (grid/, number line) Represent math relationships in words pictures, or symbols Write simple sentences Select appropriate word for intended meaning Specify and explain relationships Give nonexamples examples Make and record observations Take notes; organize Follow simple/routine procedure (recipe-type directions) Solve a one-step problem Calculate, measure, apply a rule Apply an algorithm or formula (area, perimeter, etc.) Represent in words or diagrams a concept or relationship Apply rules or use resources to Retrieve information from a table or graph to answer a question Identify or locate specific information contained in maps, charts, tables, graphs, or diagrams Select a procedure according to task needed and perform it Solve routine problem applying multiple concepts or decision points Retrieve information from a table, graph, or figure and use it Categorize, classify materials Compare/ contrast figures or data Select appropriate display data Organize or interpret (simple) data Extend a Brainstorm ideas, concepts, or perspectives related to a topic or concept Generate conjectures or hypotheses based on observations or prior knowledge Evaluate Make judgments based on criteria, check, detect inconsistencies or fallacies, judge, critique Create Reorganize elements into new patterns/structures, generate, hypothesize, design, plan, construct, produce FINAL 2015 Digital Book Grades 9-12 Teacher Edition Explain, generalize, or connect ideas using supporting evidence Explain thinking when more than one response is possible Explain phenomena in terms of Use concepts to solve non-routine problems Design investigation for a specific purpose or research question Conduct a designed investigation Apply concepts to solve non-routine Compare information within or across data sets or texts Analyze and draw conclusions from more complex data Generalize a pattern Organize/interpret Cite evidence and develop a logical argument for concepts Describe, compare, and contrast solution Synthesize information within one source or text Formulate an original problem, given a situation Level 4 Extended Thinking Explain how concepts or ideas specifically relate to other content domains or concepts Develop generalizations of the results obtained or strategies used and apply them to new Select or devise an approach among many alternatives to solve a novel problem Conduct a project that specifies a problem, identifies solution paths, solves the problem, and reports results Analyze multiple sources of evidence or multiple works by the same author, or across genres, or time periods Analyze complex/abstract themes Gather, analyze, and organize Gather, analyze, & evaluate relevancy & accuracy Draw & justify Synthesize information across multiple sources or texts Design a model to inform and solve a realworld, complex, or Page 5 APPENDIX B: TEXT COMPLEXITY How do we determine Text Complexity for our Students?* The purpose of determining text complexity is to support each student in becoming independent and proficient readers of a wide range of texts, including various literary genres and styles, literary non-fiction like essays, autobiography and biography, and informational text including technical subjects. Both career and college demand stamina to read increasingly complex texts for understanding content and applying that understanding to new situations, whether in the work, academic or everyday life settings. There are three criteria for determining appropriate text complexity at each grade level band: 1) quantitative, 2) qualitative, and 3) reader and task assignment. 1.0 QUANTITATIVE Determine the quantitative measures of the text by using the increased rigor of the lexile range for each grade band below and the tools provided at http://www.lexile.com/http://www.lexile.com/ 1.1 Quantitative measures ARE determined by: Word length Word frequency Word difficulty Sentence length Text length Text cohesion 1.2 Higher lexile ranges to ensure increasing stamina in reading more complex texts: Text Complexity Suggested Grade Bands Lexile Range 6-8 955-1155 9-10 1080-1305 11-12 1215-1355 1.3 Important tools for teachers, students, and parents: Texts can be evaluated by using the Lexile Analyzer Allows student to receive and estimated lexile score Helps students find a book at the appropriate level Strategies for parents to support students: http://www.lexile.com/usinglexile/lexile-at-home/ FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 6 *Thanks to Matt Copeland and his team at the Kansas State Department of Education for the work they have done on text complexity and their generosity in sharing it through their website and webinars. 2.1 QUALITATIVE 2.2 Analyze the qualitative measure of the text based on a continuum of SEVEN measures: Levels of Meaning: Single level of meaning TO Multiple levels of meaning Levels of Purpose: Explicitly stated purpose TO Implicit purpose Structure: - Conventional or familiar TO Unconventional or unfamiliar - Chronological order TO non-chronological - Simple graphics TO sophisticated graphics Language Conventionality and Clarity - Literal TO Figurative - Clear TO Ambiguous - Contemporary, familiar TO Archaic, unfamiliar - Conversational TO General academic & domain specific Knowledge Demands: Life Experiences - Single theme(s) TO Multiple, Complex or Sophisticated themes - Common, everyday experiences TO Experiences different from own - Single perspective TO Multiple perspectives - Similar perspectives to one’s own TO Perspectives different from or in opposition to one’s own Knowledge Demands: Cultural/Literary Knowledge Knowledge Demands: Content/Discipline Knowledge - Everyday knowledge TO Cultural knowledge or Specialized content-specific knowledge - Few references or allusions to other texts TO Many references or allusions to other texts FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 7 TITLE OF TEXT_________________ AUTHOR_________________________SOURCE: _____________ 1.0 QUANTITATIVE MEASURES FROM APPENDIX A Please Check Lexile Range (you will use Lexile Analyzer at www.lexile.com) 955-1155 = Grade band 6-8 1080-1305 = Grade band 9-10 1215-1355 = Grade band 11-12 2.0 QUALITATIVE MEASURES FROM APPENDIX A: How to use this rubric: Read the passage for inclusion into the Flex-Book, since it will be informational text it should not be too difficult to assess. If you have more than 5 Xs in the MORE COMPLEX column you should raise the complexity on the Lexile continuum. Dimensions of Text Complexity LESS COMPLEX Levels of Meaning Single level meaning Multiple levels of Meaning Levels of Purpose Explicitly stated purpose Implicit purpose Structure Conventional or familiar Unconventional or unfamiliar Chronological Order Non-chronological order Simple graphics Sophisticated graphics Literal Figurative Clear Ambiguous Contemporary, familiar Archaic, unfamiliar Conversational General academic, domain-specific Single Theme Multiple, complex themes Common, everyday experiences Experiences different from one’s own Single perspective Multiple perspectives Similar perspective to one’s own Perspectives different from or in opposition to one’s own Everyday knowledge Cultural or specialized, content-specific knowledge Few references or allusions to other texts Many references of allusions to other texts Language Conventionality and Clarity Knowledge Demands: Experience Knowledge Demands: Cultural/Literary Knowledge AND Content/Discipline Knowledge FINAL 2015 Digital Book Grades 9-12 Teacher Edition X MORE COMPLEX X Page 8 GRADE RECOMMENDATION FOR TEXT COMPLEXITY PLACEMENT - Rationale: Less Complex Middle Range High Complexity 6 7 8 9 10 11 12 3.0 READER AND TASK CONSIDERATIONS FOR THE TEACHER: Knowing the Reader – Taken from Appendix A Criteria 4.1Cognitive: 4.1.1 How does this reader pay attention? 4.1.2 How does the reader remember and understand the key ideas and details in the reading? 4.1.3 How does the reader use critical, analytical thinking skills? 4.1.4 How does the reader use inference to understand the meaning of a text by reading between the lines? 4.1.5 How does the reader use visualization to imagine what is occurring or being described in the text? 4.1.6 How does the reader question the text? 4.1.7 Will this text support the reader in developing the above abilities? 4.2 Motivation: 4.2.1 What topics, subjects, genres, and ideas interest the reader? 4.2.2 How does the reader determine a purpose for reading?(that is, skimming to get the gist of text, studying content for purpose of retaining information, close reading for analysis, pleasure) 4.2.3 What strategies does the reader use to understand challenging texts? 4.2.4 Will the reader be interested in this particular text? 4.3 Prior Knowledge and experience of: 4.3.1 Vocabulary considerations: FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 9 4.3.2 Topic 4.3.3 Culture 5.1 READER AND TASK CONSIDERATIONS: THE STUDENT KNOWING SELF AS READER (FOR SELF-ASSESSMENT BY THE STUDENT) 5.1 Cognitive: 5.1.1 How do I pay attention? 5.1.2 How do I remember and understand the key ideas and details in the reading? 5.1.3 How do I use critical, analytical thinking skills? Do I know what these skills are? 5.1.4 How do I use inference to understand the meaning of a text by reading between the lines? 5.1.5 How do I use visualization to imagine what is occurring or being described in the text? 5.1.6 How do I question the text? 5.1.7 Will this text support ME in developing the above abilities? 5.2 Motivation: 5.2.1 What topics, subjects, genres, and ideas interest me as a reader? 5.2.2 How do I determine a purpose for reading?(that is, skimming to get the gist of text, studying content for purpose of retaining information, close reading for analysis, pleasure) 5.2.3 What strategies do I use to understand challenging texts? 5.2.4 Will I be interested in this particular text? 5.3 Prior Knowledge and experience of: 5.3.1 What words might prove challenging? What will I do to understand them? 5.3.2 Am I familiar with this particular topic in the text? 5.3.3 Am I familiar with the culture that this text represents? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 10 Supporting readers and teachers with Task Assignment OF AN INCREASING AMOUNT OF Literary non-fiction and Informational Texts (Use all the above elements of Text Complexity AND Effort Rubric, and Interest Survey) Literary non-fiction: A branch of writing that employs the literary techniques usually associated with fiction or poetry to report on actual persons, places, or events. The genre of creative nonfiction (also known as literary nonfiction) is broad enough to include travel writing, nature writing, science writing (writing about scientific subject matter, in a non-technical manner for an audience of non-scientists), biography, autobiography, memoir, the interview, and both the familiar (A short prose composition characterized by the persona quality of writing and distinctive voice of essayist)and personal essay (a short work of autobiographical nonfiction characterized by a sense of intimacy and a conversational manner). EFFORT AND ACHIEVEMENT RUBRIC Purpose: Students do not have a clear idea or even understand the relationship between effort and achievement. This self-assessment rubric is one method to help them be more conscious of that relationship as well as tracking their improved effort (building academic stamina). Marzano's recommendations for classroom practice include: explicitly teach students that effort can improve achievement ask students to chart effort and achievement establish a rationale for recognition follow guidelines for effective and ineffective praise use the pause, prompt, and praise technique Effort Rubric 4: I worked on the learning task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties that arose as opportunities to strengthen my understanding. 3: I worked on the learning task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. 2: I put some effort into the learning task, but I stopped working when difficulties arose. 1: I put very little effort into the learning task. 4 3 2 1 Achievement Rubric I exceeded the standards of the learning task. I met the standards of the task learning lesson. I met a few of the standards of the learning task, but did not meet others. I did not meet the standards of the learning task. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 11 Student Reflective Writing after Self-Assessment 1. How has the quality of my work improved? 2. What new goal will I set for myself related to both my effort and my achievement? INTEREST SURVEY: How do I get to know the students’ interests? There are a variety of student interest surveys that are on the web and free to use. Here is a sample: From readwritethink: http://www.readwritethink.org/professional-development/strategyguides/assessing-student-interests-strengths-30100.html From University of Connecticut: http://www.gifted.uconn.edu/siegle/CurriculumCompacting/section11.html From education.com http://www.education.com/reference/article/assessing-interest-attitudemotivation/ From Rutgers’ Career Services: http://careerservices.rutgers.edu/PCCPinterests.shtml From National Center for Learning Disabilities: http://www.ncld.org/college-aamp-work/in-the-workplace/finding-the-rightjob/assessing-interests-a-abilities FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 12 Rationale for Digital Book: The 9-12 Digital Book of student learning tasks included in this document generally focus on building and assessing students’ critical reading skills along with argument and expository writing skills. The student learning tasks are organized by theme and complexity, with less complex texts and tasks labeled as 9th or 11th grade, and most complex texts and tasks labeled 10th or 12th grade. However, it is important to note, that the Utah Core Standards are organized in bands so that teachers can use their professional judgment to determine what is best for their students. The texts and tasks in the 9-12 Digital Book may be appropriate to use with various classes depending on students’ needs. The thematic organization of the 9-12 Digital Book is meant to support the Utah Core Standards’ focus on analysis of multiple texts within a theme. For this reason, a limited amount of literary texts are also included to support thematic connections among texts. Additionally, a number of the themes included are intended to support content area teachers in implementing the Utah Core Standards in their classes. The Utah Core Standards outline parallel literacy standards for social studies, science, and technical subjects, so students benefit from the connections made between ELA and Content Area classes. Critical literacy skills are necessary across all disciplines, and this Digital Book is meant to promote interdisciplinary literacy. While the student learning tasks in the 9-12 Digital Book do include some supports and strategies, they are not exhaustive. We suggest that you as the teacher include whatever scaffolding and teaching strategies you feel appropriate to maximize student learning. Part of this support may include instruction of academic vocabulary. With the Utah Core Standards’ emphasis on higher level and critical thinking, comes a new set of vocabulary that both teachers and students need to incorporate into the classroom. A glossary of tier three skill words that are used in the Utah Core Standards and the 9-12 Digital Book student learning tasks is included for this reason. A distinction must be made between the two types of constructed response tasks: extended writing tasks and shorter writing to read tasks. While extended writing tasks are meant to be taken through the entire writing process (prewriting, drafting, editing, revision, and publishing), writing to read tasks are not. Writing to read tasks help students to understand text, and they help teachers assess student comprehension. Therefore, writing to read tasks should not be graded based on grammar and punctuation, but on content and demonstrated understanding of the text. Because of this distinction, the 9-12 Digital Book include writing rubrics within the tasks based on the writing demand. Lastly, keep in mind that this Digital Book is meant to be a tool for educators, not a curriculum and not a summative assessment. Feel free to use excerpts or to augment the student learning tasks as you feel necessary to best support your students in becoming college and career ready. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 13 Glossary of Tier Three Skill Words: 1. inform (v) to tell somebody informative (adj) giving information informational (adj) facts and data about a subject 2. evidence (n) something that gives proof of a fact or helps somebody to come to a conclusion or decision 3. citation (n) the act or process of giving someone’s ideas or writing credit cite, citing, cited (v) to give someone credit for their ideas or writing 4. source (n) a person, organization, book, or other text that gives information or evidence 5. paraphrase (v) to put someone else’s words into your own 6. relevant (adj) having a logical connection; important 7. irrelevant (adj) not related; unimportant 8. passage (n) a section of writing 9. evaluation (n) an examination of something to judge its value, quality or importance evaluate (v) to examine something to determine its value, quality or importance 10. conclusion (n) a decision made or an opinion formed based on facts conclude (v) to make a decision or form an opinion based on facts 11. analysis (n) an examination of the parts of something in order to understand it better or for drawing conclusions analyze (v) to study something closely by breaking it into parts 12. deduction (n) a conclusion or judgment made from available information deduce (v) to form a conclusion without all necessary information using what currently known in a logical way 13. research (n) an investigation or examination into a subject to discover facts 14. generalization (n) a statement or common conclusion that is relevant to all parts of a category or group generalize (v) to make a statement or to form a common conclusion that is relevant to all members of a category or group FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 14 15. synthesis (n) the combining of different ideas from many sources into a new format synthesize (v) to combine different ideas from many sources into a new format 16. close reading (v) a thoughtful, systematic reading of a passage of text 17. annotate (v) to write notes that explain or critique a text while reading it 18. argument (n) a reasoned, logical way of demonstrating that the writer’s position, belief, or conclusion is valid (as defined by the Utah Core Standards) 19. warrant (n) rules people accept as generally true, laws, scientific principles or studies, and thoughtfully argued definitions* (see Argumentative Writing Flowchart in Preface) 20. claim (n) a statement believed to be true based on warrants and evidence, a conclusion (see Argumentative Writing Flowchart in Preface) 21. criteria (n) a synonym for warrant** (see Argumentative Writing Flowchart in Preface) 22. justify (v) to prove 23. heterogeneous (adj) a group of students with varying skill levels 24. consensus (n) agreement in judgment or opinion 25. nonfiction text structure (n) organization of informational text in one of five patterns: description, sequence, comparison, cause-effect, problem solution. *Teaching Argument Writing by George Hillocks, Jr. 2011, p. xxiii ** Teaching Argument Writing by George Hillocks, Jr. 2011, p. 42 FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 15 DIGITAL Book: Teacher Edition Utah English Language Arts Core and Literacy in Social Studies/History and Science Table of Contents for Learning Tasks: 9-10 Grade Bands 1. How important are books to society? 2. Deafening Silence – Night 3. Is everything an argument? 4. Comparing views on Imperialism through Heart of Darkness and Things fall apart 11-12 Grade Bands 5. World Perspectives 6. Racial Attitudes in Southern states, 1900's to the Civil Rights Movement 7. Frankenstein: A four part text set in preparation for reading the novel 8. Analysis of the JFK and Nixon 1960 Debate FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 16 Student Performance Task 1 Title: How important are books to society? Grade Band: 9-10 Name: Lauren Nall District: Ogden Objective/Purpose: Students will read and view a variety of sources that discuss the importance of books and the threat of censorship. Their final task will be to prepare and present a short argumentative speech about how censorship affects individuals and society. Stimuli: #1: “Reading Books is Fundamental” from The New York Times, Charles M. Blow Source: http://www.nytimes.com/2014/01/23/opinion/blow-reading-books-isfundamental.html?src=me&ref=general&_r=0 Lexile: 1080 Placement: Middle Complexity Word Count: 804 #2: “How Books Can Open Your Mind” TED Talk, Lisa Bu (Length 6:16) Source: https://www.ted.com/talks/lisa_bu_how_books_can_open_your_mind?language=en#t-343674 Lexile: 1040 Placement: Middle Complexity Word Count: 847 #3: Excerpts from Part I of Fahrenheit 451, Ray Bradbury Source: Fahrenheit 451 by Ray Bradbury Lexile: 890 Placement: Low Complexity Word Count: 675 Focus Standards for formative task: RL/RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL/RI.9-10.3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 17 Other Standards covered: RL/RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RL/RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). W.9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Learning Task 1: (DOK 3) 1.1 Have students complete a close reading of stimulus #1 using the following metacognitive markers: (Note: If this is your students’ first time completing a close reading, you will need to model it first.) Underline important information. Be ready to explain reasoning. + to indicate that you have a specific thought or comment (add comment to text) ? to indicate information is confusing or you have a specific question to indicate you agree with a specific piece of the text to indicate that you disagree with a specific piece of the text 1.2 Assign or have students choose a partner and summarize the major points Blow has made in his essay and put them in the order in which they were made. Allow students to volunteer to share major points and create a list on the board. 1.3 Assign new partners or have students choose another partner and use the list of major points that the class has agreed upon and explain the connections that Blow draws among each point. 1.4 Individually, students should determine the central idea of the essay. Select three pieces of evidence the author uses to support that central idea and explain how each piece of evidence develops or refines the central idea. 1.5 Assign or have students choose groups of four and share their central idea and evidence. Have them come to a consensus in their group and choose one person to share their answer. Call on each group to share. 1.6 Have students work individually to analyze and explain the following quote in the context of the essay: “But reading texts is not the same as reading a text.” What is the significance of this quote to a central idea of the essay? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 18 Learning Task 2: (DOK 3) 2.1 Play the TED Talk from stimulus #2 and instruct students to list details outlined in Bu’s argument. What claims is she making? 2.2 Assign partners or have students choose and compare notes with their partner, adding any information they may have missed. 2.3 Now, have students individually read the transcript of Bu’s speech and mark the following: Circle the claim. Underline support for her claim. Be ready to explain reasoning. 2.4 Assign partners or have students choose and compare findings with their partner, making any necessary changes, and choose one person to share out. Call on volunteers and come to a consensus on claim and support as a class. 2.5 In her speech, Bu confides that when she came to America, she immediately read books that were banned in China. Assign or let students choose groups of four and discuss what it means for a book to be banned and for what reasons a book might be banned. Choose a person from your group to share out. Call on groups to share. 2.6 In their groups of four, have students discuss the central messages of both Blow and Bu and infer how they might respond to the act of banning a book. Call on groups to share. Learning Task 3: (DOK 4) 3.1 Have students complete a close reading of the excerpt from stimulus #3, using the following metacognitive markers: Underline important information. Be ready to explain reasoning. + to indicate that you have a specific thought or comment (add comment to text) ? to indicate information is confusing or you have a specific question ! to indicate information that is shocking or interesting 3.2 Have students answer the following questions individually: How does this excerpt relate to the ideas from Stimulus #1 and #2? 3.3 Assign partners or have students choose and share their answer with a partner and choose one to share out. Call on volunteers to share. 3.4 Have students answer the following questions individually: Which character would Blow and Bu most likely relate to in this scene? Cite specific examples to explain your answer. Call on volunteers to share. 3.5 Assign or have students choose groups of four and discuss the dangers of the book burning scenario. How would society be affected by this? What freedoms are being violated? Using the information from all three sources, develop a claim about censorship and how it can affect individuals and society. Call on groups to share. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 19 Final Task: Write and present a 2-3 minute argumentative speech based on the claim your group developed. Include evidence from all three sources to clarify your claim and emphasize key points. *Options: You have the option (if time does not permit) to have students simply turn in their written speech without presenting. If you choose not to have them present, revise the rubric below to your needs. Rubrics: Objective Claim and Key Points Evidence Presentation 3 2 1 Your claim is fully developed and relevant to the issue of censorship. Your key points support your claim effectively. Your claim is clear and relevant to the issue of censorship, but your key points may contain minor drifts in focus. Your claim is unclear or your key points contains major drifts in focus. You have included relevant evidence from all THREE sources to support your claim. You have included evidence from at least TWO sources to support your claim. You have included evidence from at least ONE source to support your claim. Your speech is presented clearly and effectively in the time allowed. Your speech is presented in the time allowed, but you may have major distractors. Your speech does not meet the time requirements. Resources: Space is provided in the student version for answers. However, there are many options for graphic organizers that could be used for these learning tasks, depending on your preference and student needs. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 20 Student Performance Task 2 Title: Deafening Silence – Night Grade Band: 9-10 Name: Kelly Boren District: Ogden School District Objective/Purpose: How can I make the world a better place? In relation to their study of the Holocaust and Night, students will read and listen to different stimuli to discuss the impact of silence and the power of their personal voice. They will write an argumentative anti-bullying speech geared towards a junior high audience that will focus on using your individual voice to make the world a better place. Stimuli: #1: · · · · Source: Albert Einstein Quote “The world is a dangerous place to live; not because of the people who are evil, but because of the people who don’t do anything about it.” Lexile: n/a Placement: Middle Word Count: 27 #2: · Source: TED Talk “The Danger of Silence” by Clint Smith (4:11) https://www.ted.com/talks/clint_smith_the_danger_of_silence/transcript?language=en · Lexile: 1210 · Placement: Middle · Word Count: 763 #3: · Source: excerpt of speech “Perils of Indifference” by Elie Wiesel http://www.pbs.org/eliewiesel/resources/millennium.html · Lexile: 880 · Placement: high · Word Count: 1795 Focus Standards for formative task: R.I 9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W. 9-10.1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 21 Other Standards addressed: W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.9-10.1 Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.2 Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL.9-10.4 Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Learning Task 1: (DOK 3) 1.1 Students read quote and write a claim explaining the quote and think of an example from school, personal experiences, and/or history that either agrees or disagrees with the quote in the “What I think” portion of the think-pair-share graphic organizer. 1.2 With learning partner, students discuss what they wrote on the graphic organizer and summarize their thoughts in the “What my partner thinks” portion of the think-pair-share graphic organizer. 1.3 With same partner, students discuss their thoughts and complete the last section of graphic organizer - “What we will share”. 1.4 Teacher calls on a few groups to share their thoughts with the class; lead a class discussion of quote. 1.5 Students write a personal narrative/journal prompt about a time you saw a student being bullied or teased or you were bullied or teased and no one spoke up to stop it or you or someone spoke up to stop what was happening. 1.6: With your learning partner share what you’ve written. Discuss these questions: Why do you think people speak up? Why don’t people speak up when bad things are happening? 1.7: Have students share what they’ve discussed. Teacher lead class discussion of personal narrative/journal. Learning Task 2: (DOK 3) 2.1 Students read the transcript of the Clint Smith TED Talk independently. Use metacognitive markers to mark the text. !! = I really like this idea! ?? = I’m not sure I understand what he’s talking about here. XX = I don’t agree with what he’s saying 2.2 In pairs, students discuss one of each metacognitive marker. Attempt to answer any questions students have about the text (metacognitive marker) in pairs. 2.3 Address any remaining questions with the class. Watch TED Talk as a class with students following along with the text. 2.5 Lead class discussion of TED Talk and what students have written in their personal narratives/journals. 2.4: Have students write a follow up to their personal narrative. “What are your thoughts about what the speaker says about silence and personal voice? What causes people to remain silent and what is the impact of that silence on the community and society?” FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 22 Learning Task 3: (DOK 4) 3.1 Complete a close reading of the excerpt from “Perils of Indifference” by Elie Wiesel. 3.2 With your partner, identify and discuss Wiesel’s claim about the dangers facing society. Provide details from the text that support Wiesel’s claim. Highlight/label the claim and supporting details. 3.3 With a group of 4, compare claim and details. If there are differences, as a group, determine Wiesel’s claim based on details from the text. 3.4 In your group of 4 create a t-chart to compare Wiesel’s speech and the TED Talk. Find details that answer the question: how can a person’s voice have an impact on the world and the community? 3.5 Wiesel says, “It is so much easier to look away from victims. It is so much easier to avoid such rude interruptions to our work, our dreams, our hopes. It is, after all, awkward, troublesome, to be involved in another person's pain and despair.” In your group, brainstorm ways students may act that supports this idea and create a list of solutions. Consider how individual students can impact the overall culture of a school. Writing prompt: You and your classmates have been asked to present to junior high class about transitioning to high school. You have been asked to write an anti-bullying speech as part of the presentation. In your speech be sure to use examples from the texts provided to convince and encourage your audience to stand up for each other and to take a stand against bullying. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 23 Resources: Learning Task 1 Graphic organizers Personal narrative/journal response Write a personal narrative/journal entry about a time you saw a student being bullied or teased or you were bullied and teased and no one spoke up to stop it or you or someone spoke up to stop what was happening. Why do you think people speak up? Why don’t people speak up when bad things are happening? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 24 Think-Pair-Share Graphic Organizer What I think... What my partner thinks... What we’ll share... Alternate texts for Stimulus 1: 1) “First they came for the Socialists, and I did not speak out – because I was not a Socialist. Then they came for the Trade Unionists, and I did not speak out — because I was not a Trade Unionist. Then they came for the Jews, and I did not speak out – because I was not a Jew. Then they came for me—and there was no one left to speak for me.” – Martin Niemoller 2) The Terrible Things: An Allegory of the Holocaust – Children’s book by Eve Bunting FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 25 Student Performance Task 3 Title: Is everything an argument? Grade Band: 9-10 Name: Lauren Nall District: Ogden Objective/Purpose: Students will read and listen to a variety of sources related to rhetoric and its influence on major societal issues. Their final task will be to create their own propaganda posters using rhetorical appeals. Stimuli: #1: “What is Rhetoric?” from Brigham Young University Source: http://rhetoric.byu.edu/encompassing%20terms/rhetoric.htm Lexile: 1110 Placement: Middle Complexity Word Count: 285 #2: “Ethos, Logos, Pathos” video, Krista Price Source: https://www.youtube.com/watch?v=tAsxyffBqm0&edufilter=0TPLRDBsUYk4pFovTxY6YA Placement: Low Complexity #3: Excerpt from “Perils of Indifference” speech, Elie Wiesel (transcript and audio) Source: http://www.historyplace.com/speeches/wiesel.htm Lexile: 1010 Placement: Middle Complexity Word Count: 1812 #4: WWII Propaganda Posters Source: http://www.bc.edu/bc_org/avp/cas/his/CoreArt/prop/ns3.html *Note: There are many posters on this site, so it is up to the teacher to choose which ones he/she finds most appropriate to use. Placement: High Focus Standards for formative task: RI.9-10.5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). RI.9-10.6: 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 FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 26 Other Standards covered: RI.9-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves uncertain. RI.9-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.9-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.9-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. SL.9-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.9-10.4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. Learning Task 1: (DOK 3) *Use graphic organizers in Resources for corresponding task. All other tasks will have space provided on the student version. *Note: Graphic organizers and close reading strategies should be modeled beforehand, either in this lesson or a previous one. 1.1 Have students complete a close reading of stimulus #1 using the following metacognitive markers: Underline important information. Be ready to explain reasoning. + to indicate that you have a specific thought or comment (add comment to text) ? to indicate information is confusing or you have a specific question 1.2 Assign partners or have students choose and summarize the text in one paragraph. 1.3 Assign new partners or have students choose a new one and come up with a simple definition of rhetoric and choose one of the pair to share out. Call on volunteers to share. *1.4 Refer students to the table chart with columns labeled “Ethos”, “Logos”, and “Pathos”. As they watch the video in stimulus #2, instruct them to write a brief description of each rhetorical appeal and examples after they are discussed in the video. *1.5 Assign or have students choose groups of three and work together to come up with simple definitions of each appeal. Decide which person will present which appeal to the class. Call on groups to share. *1.6 Have students think of appeals to ethos, logos, and pathos that you have seen, heard, or read in everyday life and explain those examples in the corresponding column of their chart. 1.7 Assign or have students choose partners and share with a partner and add to their own list. Discuss how these examples apply to the definitions you created earlier. Choose one partner to share out. Call on volunteers. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 27 Learning Task 2: (DOK 3) 2.1 Allow students to listen and read Wiesel’s speech in stimulus #3 and mark their text with highlighters for the following: Highlight examples of ETHOS in BLUE. Highlight examples of LOGOS in GREEN. Highlight examples of PATHOS in PINK. 2.2 Assign partners or have students choose and compare their marks with that partner, adding or changing any information as they agree upon it. Call on volunteers to share. *2.3 Assign or have students choose new partners and reread Wiesel’s speech and complete a SOAPSTone graphic organizer. Choose who will share which parts to the class. Call on students to share. 2.4 Assign or have students choose groups of fours and discuss how Wiesel employs rhetorical strategies to influence the opinions of his audience. Then, have them work together to come up with their own examples of how politicians and speech writers employ rhetorical strategies to influence the opinions of their audience members. What are some other examples of prominent groups or people who have used these strategies to achieve a goal? Choose a person from your group to share out. Call on groups to share. *2.5 Instruct students to complete the following individually: Using all parts of your SOAPSTone graphic organizer, come up with a thematic statement that presents Wiesel’s major claim. (On bottom of SOAPSTone) Make sure you use evidence to support your statement. Learning Task 3: (DOK 4) *3.1 Show each of the WWII posters that you chose from stimulus #4. As students view each WWII poster, instruct them to make detailed notes on their OPTIC graphic organizer about what they see and feel. *Note: Unless your students have used the OPTIC strategy before, teachers should model this first by taking notes on one poster together. 3.2 Assign partners or have students choose and share their thoughts with a partner. Discuss what commonalities you notice. Choose one of your pair to share out. Call on volunteers to share. *3.3 Assign or have students choose groups of four and discuss the rhetorical appeals found in each of these images and add them to your three-column chart. Choose who in your group will share for which poster. Call on groups to share. 3.4 Instruct students to complete the following individually on their student version: Examine each poster again. Based on what you noticed and the rhetorical appeals that you found, write a claim (purpose) for each poster based on its perspective and explain how you came to that conclusion. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 28 3.5 Assign partners or have students choose and compare claims with a partner. Come to a consensus for a claim (purpose) for each poster. Call on students to share and come to a consensus on claim for each poster with the class. Students should write claims on their student version. 3.6 Instruct students to complete the following individually: Contrast these claims to the claim made by Elie Wiesel. What might Wiesel have to say in response to these posters? Final Task: Create a propaganda poster similar to the WWII posters we analyzed that is based on Weisel’s claim in his speech. Be sure that your poster appeals to ethos, pathos, and/or logos. You may choose one or two to focus on. On the back of your poster, write the claim your poster is presenting explain why you chose the rhetorical appeals that you did. Why are they appropriate? *Teacher options: You may decide to have students come up with their own agenda or message that they would like to spread, possible student or school-centered. This could also be a group activity. *Presentation options: You may choose to have students present these to the class individually or through a gallery walk, or to the whole school by hanging them up in the halls. Rubrics: Objective Organization Claim Rhetorical Appeals 3 2 Your poster is organized neatly and in a way that shows effort and creativity. Your poster is organized for the most part, but may show a lack of attention to detail. You poster shows little organization or creativity. It may be messy or show lack of effort. Your claim is presented clearly and logically. It is obvious the message that you are trying to spread. Your claim is mostly clear, but there may be a minor drift in focus. Your claim is unclear or confusing. Appeals to ethos, pathos, Appeals to ethos, pathos, and/or logos are clearly and/or logos are present and creatively presented. but may be obscure or confusing. FINAL 2015 Digital Book Grades 9-12 Teacher Edition 1 Appeals to ethos, pathos, and/or logos are not attempted or too confusing to identify. Page 29 Resources: Ethos Logos Pathos Video Descriptions: Video Descriptions: Video Descriptions: Definition: Definition: Definition: Examples from everyday life: Examples from everyday life: Examples from everyday life: Examples from WWII posters: Examples from WWII posters: Examples from WWII posters: FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 30 SOAPSTone Graphic Organizer Title of Piece: Author: SOAPStone Components: Subject Occasion Audience The general topic: Consider the title What is the text mainly about? Summarize key events/details here… Context: The time and place of the piece What is the historical context? What’s the genre? (speech, poem, sermon…) WHO is it for? Who is hearing or reading or seeing the text? Is it one person, a small group, or a large group? What qualities, beliefs, or values might the audience members have in common? Purpose So WHAT? WHY is the author presenting these ideas? What does he or she want the audience to do, feel, say or choose? Speaker WHO is speaking? Whose voice tells the story? What do we know about the writer’s life and views that shape this text? Tone Response (Include Text Support) Emotional Mood or Effect: What emotions describe the attitude of the speaker? Which words or details let you know? Which persuasive techniques or appeals are used to enhance the tone or mood? Examples: angry, threatening, light-hearted, cheerful… FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 31 Thematic Statement: OPTIC Graphic Organizer Overview: Write a brief overview of the image: in one or more complete sentence(s), what is this image about? Parts: Notice all parts, noting important details - anything: color, figures, textures, groupings, shadings, patterns, numbers, etc. Title & Text: Use the title to clarify the subject of the image. Consider both literal and metaphoric meanings. What does the title suggest? Is there any text in the image—a caption, or words in the image itself? What might this text suggest? Interrelationships: Specify the interrelationships in the image. In other words, how the parts are related, both to one another and the image as a whole. Consider how the parts come together to create a mood or convey an idea or argument. Conclusion: Write a conclusion paragraph about the image as a whole: think about what the artist, photographer, creator, or designer might be trying to capture and convey, and what ideas, arguments, or implications this image presents. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 32 Student Performance Task 4 Title: Comparing views on Imperialism through Heart of Darkness and Things fall Apart Grade Band: 9-10 Name: Heather Gerrard District: Ogden City Schools Objective/Purpose: Analyze the various views regarding imperialism in the 19th and early 20th century as a supportive analysis for both novels. Practice compare and contrast strategies by developing evidence based claims through close reading and analysis of both texts and visuals. Stimuli: #1: Imperialism Political cartoons Source: http://katherinelengel.pbworks.com/w/page/74594975/Age%20of%20Imperialism #2: Background on Achebe: Chinua Achebe's anti-colonial novels are still relevant today Source: http://www.theguardian.com/commentisfree/2013/mar/24/chinua-achebe-colonial-novelsrelevant-west Lexile: 1310 Placement: High Word Count: 720 #3: Excerpt from Things Fall Apart: from chapters 15 to page 141 Source: Any publication or version Lexile: 890 Placement: medium Word Count 1393 #4: Excerpt from Heart of Darkness Chapter 1 pg 29 to 34. Source: Any publication or version Lexile: 1320 Placement: High Word Count: 1813 #5: Achebe’s Views on Heart of Darkness Interview with Robert Segel Source: http://www.npr.org/templates/story/story.php?storyId=113835207 Lexile: 780 Placement: Medium Word Count: 559 FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 33 Focus Standards for formative task: RL.09-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RL.09-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. W.09-10.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.09-10.8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. W.09-10.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Other Standards covered: RI.09-10.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI.09-10.2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. RI. 09-10.4: Determine the meaning of words and phrases as they are used in the text including figurative, connotative and technical meanings. RI. 09-10.7: Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account. RI. 09-10.8: Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. SL. 09-10.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 34 Learning Task 1: (DOK 2) 1.1 With a partner, choose a cartoon from the four different options and analyze it using the OPTIC graphic organizer 1.2 Using the evidence and responses placed in the graphic organizer discuss and complete the following: 1. What claim is the political cartoon making in regards to imperialism in Africa? 2. What evidence from the cartoon allowed you to develop this claim (images in the cartoon). (Optional: Crash Course video link on European Imperialism for further background. Link: https://www.youtube.com/watch?v=oyvDYZ6hJNA ) 1.3 Review the criteria list on the criteria and evidence graphic organizer with your partner. Discuss the definitions based on your cartoon analysis. Be prepared to share your thoughts with the class as you go through the criteria together. Learning Task 2: (DOK 3) 2.1 Read the article regarding why Achebe’s novel is still relevant (stimulus 1). Star any evidence from the criteria organizer that you find. Compare your notes/marks to your partners. 2.2. With a partner discuss the claim and evidence of the article. Do you agree or disagree and why? 2.3 Pair up with another pair (now a group of 4). Using the information from the article any other ideas you have, discuss what other criteria (at least two) should be added to the organizer from task 1. Come to a consensus with your group and add it to your criteria list. Be prepared to share and explain why you chose the criteria with the class. Learning Task 3: (DOK 4) 3.1 Read the excerpt from Things fall Apart. 3.2. Make notes in the side margins of the text using the criteria as your purpose. 3.3 With your partner compare notes and add the evidence in the appropriate places. Be prepared to share your claims with the class as you discuss the expert with your class. 3.5 Add any additional evidence to the criteria chart 3.6 With another pair (now a group of 4), revisit the cartoons and background reading. Where do you see evidence of the claims from the text? Star them on your paper. How does the imagery in the text compare to the cartoon? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 35 Learning Task 4 (DOK 3) 4.1 Read the excerpt from Heart of Darkness. 4.2. Make notes in the side margins of the text using the criteria as your purpose. 4.3 With your partner compare notes and add the evidence in the appropriate places. Be prepared to share your claims with the class as you discuss the expert with your class. 4.5 Add any additional evidence to the criteria chart 4.6 With another pair (now a group of 4), revisit the cartoons and background reading. Where do you see evidence of the claims from the text? Star them on your paper. How does the imagery in the text compare to the cartoon? Learning Task 5 (DOK 3) 5.1 Read the excerpt from Achebe’s response to Heart of Darkness. 5.2. Make notes in the side margins of the text using the criteria as your purpose. 5.3 With your partner compare notes and add the evidence in the appropriate places. Be prepared to share your claims with the class as you discuss the expert with your class. 5.5 Add any additional evidence to the criteria chart 5.6 With another pair (now a group of 4), revisit the cartoons and background reading. Where do you see evidence of the claims from the text? Star them on your paper. 5.7 Discuss the overall evidence on your graphic organizer and consider the following question with your group: What is the evidence telling you regarding which candidate was a better debater? How do you know? 4.8 Using the evidence and criteria organizer, complete the Top Hat Organizer. Learning Task 6 (DOK 4) 6.1 With your group, discuss the evidence used in your comparisons. 1. What stands out to you? 2. Were you surprised at the similarities and/or difference? Why 3. What are the possible reasons for the differences? 4. What can you conclude from your comparison? 5. Who makes the better argument? Why? Come to a consensus. 6.2 Based on discussion and answers from the questions above and your decision for 5, choose a criteria from the graphic organizer and use your notes from the top hat organizer and the first article, create a modern political cartoon that portrays the claims of the chosen author with modern day connections. Include a one paragraph explanation defending your cartoon and its relationship to the author’s text. The work will be displayed in a Gallery walk and used throughout our reading of the novel. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 36 Rubrics: o Objective Organization Claim Explanation Modern Cartoon and explanation rubric 3 2 1 Your cartoon is organized neatly and in a way that shows effort and creativity. Your cartoon is organized for the most part, but may show a lack of attention to detail. You cartoon shows little organization or creativity. It may be messy or show lack of effort. The claim is presented clearly and logically. The claim is mostly clear, but there may be a minor drift in focus. The claim is unclear or confusing. Explanation clearly shows the relationship between the article and the texts with at least two pieces of evidence Explanation mostly shows the relationship between the article and the texts with at least one piece of evidence Explanation shows little to no relationship between the article and the texts. No evidence is given from the texts. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 37 Resources: Overview OPTIC Graphic Organizer Write a brief overview of the image: in one or more complete sentence(s), what is this image about? Interrelationships Title & Text Parts Notice all parts, noting important details - anything: color, figures, textures, groupings, shadings, patterns, numbers, etc. Use the title to clarify the subject of the image. Consider both literal and metaphoric meanings. What does the title suggest? Is there any text in the image—a caption, or words in the image itself? What might this text suggest? Specify the interrelationships in the image. In other words, how the parts are related, both to one another and the image as a whole. Consider how the parts come together to create a mood or convey an idea or argument. Conclusion Write a conclusion paragraph about the image as a whole: think about what the artist, photographer, creator, or designer might be trying to capture and convey, and what ideas, arguments, or implications this image presents FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 38 Conrad Description Organizer Criteria Achebe It is Europe’s duty to civilize Africa Europe’s Christians had a duty to convert Africans Europe needed Africa’s resources for its markets (Commerce) Britain did not see Africans as human beings Britain’s actions were based on fear Britain’s actions were based FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 39 on hatred Britain’s actions were based on ignorance Other: Other: Other: FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 40 Top Hat Organizer “Impact of Imperialism” Conrad Achebe Similarities FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 41 Student Performance Task 5 Title: World Perspectives Grade Band: 11-12 Name: Kelly Boren District: Ogden School District Objective/Purpose: Students will analyze how different perspectives can impact or change how a topic is understood. They will write 2-3 expository paragraphs that analyzes how perspectives can defy and/or influence stereotypes. Stimuli: #1: · Source: “Landmarks up close and from afar gives an entirely different perspective on things” http://thechive.com/2014/03/18/landmarks-up-close-and-from-afar-gives-an-entirely-different-perspectiveon-things-32-hq-photos/ #2: · · · · Source: Excerpt from prologue from Invisible Man Lexile: 1010 Placement: medium Word Count: 316 · · · · Source: “Speaking with Hands” by Luis J Rodriguez Lexile: poem Placement: medium Word Count: 196 #3: Focus Standards for formative task: RL.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. W.11-12.2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. RL.11-12.6: Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 42 Other Standards addressed: RL.11-12.4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging or beautiful. W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose and audience. SL.11-12.2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions. Learning Task 1: (DOK 3) 1.1 Teacher picks 3-4 pairs of photos (suggestions: Pyramids of Giza, The Forbidden City, Niagara Falls, The Taj Mahal, The Mona Lisa, The Acropolis) Show the first photo of each pair and have students list adjectives describing what they see and specific images they observe on graphic organizer. Show second photo and have students list adjective describing what they see and specific images they observe on graphic organizer. 1.2 With a partner, students share what they observed for each photo. Students should discuss observations and add to their lists as appropriate. 1.3 Discuss observations about the photos with the class. Students add notes to their observations as appropriate. 1.4 On the bottom of the graphic organizer students write an analysis of one pair of photos. How do the different perspectives of the photo change how they understand and view the photo? 1.5 With the same partner discuss stereotypes. Define stereotypes. What stereotypes are shown in the different photos? How are stereotypes similar to the first photo in each pair (the clean/nice photo)? 1.6 On graphic organizer, explain the similarities between stereotypes and the first photo in each pair. Learning Task 2: (DOK 3) 2.1 With the same partner discuss different stereotypes from discussion of photos. On the graphic organizer, make a list of common stereotypes in school, the local community and society in general. 2.2 Without any introduction or background information on the author or the novel, students close read the prologue of Invisible Man starting from “I am an invisible man...And, alas, it’s seldom successful”. Mark the text for imagery and diction. 2.3 With the same partner, discuss the passage and the imagery and diction each student marked. Discuss the question: how does the imagery used help us to understand how the speaker views himself? 2.4 Independently students write a paragraph describing who they believe the speaker is using textual evidence to support their description (Age, gender, race, wealth, etc.). 2.5 Call on students to share their thoughts about the speaker. 2.6 Give brief biography of Ralph Ellison and background of Invisible Man. 2.7 With same partner discuss if knowing background information changed your understanding of the identity of the speaker. 2.8 Write a response answering the question: how does the meaning change if it was about a women? or a wealthy man? Describe the stereotypes that could be applied to this text. Defend your answer with evidence from the text. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 43 Learning Task 3: (DOK 3) 3.1 Read the poem out loud to students and have students mark the text for imagery and diction. 3.2 Students independently reread the text. What cultural stereotype is being portrayed through the imagery and diction used? Have answer that question in the “What I Think” portion of their think-pair-share graphic organizer. 3.3 Have students share their thoughts with a partner and complete the “What my partner thinks” and “What we will share” portions of their graphic organizer. 3.4 Discuss observations with class. 3.5 In stanza 3, line 14 it says, “In her broken English”. Does speaking broken English stereotype an individual? Students answer this question on the graphic organizer. 3.6 How else could the speaker of this poem be labeled with a stereotype. Complete the t-chart on the graphic organizer. 3.7 Write a paragraph answering the question on the graphic organizer: “How does the speaker feel about stereotypes and narrow minded perspectives?” Use textual evidence to support your answer. Writing Prompt (DOK 4) : Write 2-3 expository paragraphs that analyze how perspectives can defy and/or influence stereotypes. Use evidence from all three texts to support your analysis. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 44 Resources: Learning Task 1 Graphic Organizer Photo 1 Photo 2 Pair 1 Pair 2 Pair 3 Pair 4 Student response: write an analysis of one pair of photos. How does the perspective of the photo change how you understand and view the photo? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Student Response: How are stereotypes similar to the first photo in each pair? Page 45 Learning Task 2 Graphic Organizer School Stereotypes Community Stereotypes Cultural/Global/Societal Stereotypes Use textual evidence to describe who you think the speaker is. How does the meaning change if it was about a woman? or a wealthy man? Describe the stereotypes that could be applied to this text. Defend your answer with evidence from the text. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 46 Learning Task 3 Graphic Organizers What do I think? What does my partner think? What will we share? In stanza 3, line 14 it says, “In her broken English”. Does speaking broken English stereotype an individual? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 47 Textual Evidence Stereotype Analysis How does the speaker feel about stereotypes and narrow minded perspectives? Cite the text to support your analysis. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 48 Student Performance Task 6 Title: Racial Attitudes in Southern states, 1900's to the Civil Rights Movement A 4 set stimuli in preparation for reading The Help by Kathyrn Stockett Grade Band: 11-12 Name: Patricia Becnel District: Ogden School District Objective/Purpose: Using inductive reasoning, students will determine sentiments of African Americans and white Southerners on racial inequalities and the differences in views on integration. Students will write 1 letter, expressing sentiments from either the white or the African- American perspective and supporting them with examples from the stimuli and class discussions by addressing the essential questions: What were the general attitudes of African Americans and whites in the South during the early and mid-1900’s? How did those attitudes shape laws and the enforcement of the laws? In what ways did the laws treat African Americans as second class citizens? Stimulus 1: Picture of Elizabeth Eckford, the first day of integration in Little Rock High School http://www.google.com/imgres?imgurl=http://upload.wikimedia.org/wikipedia/en/f/ff/Little_Rock_Desegr egation_1957.jpg&imgrefurl=http://en.wikipedia.org/wiki/Elizabeth_Eckford&h=434&w=407&tbnid=g GczIHnF-ZUyFM:&zoom=1&docid=5tKyTt1rp74vSM&ei=uQzVc_6JZH1oASpwIHoBQ&tbm=isch&ved=0CCIQMygBMAE Stimulus 2: Strange Fruit sung by Billie Holiday, 1939 Word Count: 62 https://www.youtube.com/watch?v=h4ZyuULy9zs http://www.lyricsfreak.com/b/billie+holiday/strange+fruit_20017859.html Stimulus 3: Letters to President Eisenhower concerning views on integration: Lexile: 1140 Middle Complexity Word Count: 500-800 http://media.nara.gov/presidential-libraries/eisenhower/649072/LRC18pg1.jpg; p. 2(Maxine Allison) http://www.eisenhower.archives.gov/research/online_documents/civil_rights_citizens_letters/no_date_alexand er.pdf (Charles Alexander) Focus Standards for formative task: RI 11-12. 1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. W11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 49 Additional standards covered: RI.11-12.3 Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. RI 11-12.7 Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RL. 11-12.4: Determine the meanings of words and phrases as they are used in a text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings. W11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W11-12.5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific audience or purpose. SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11- 12 topics, texts, and issues.. Learning Task 1: (DOK 3) Complete the Graphic Organizer in the following tasks: (Teachers may have students work with the same partner and group of four throughout.) 1.1 Students will list things they know about the civil rights era. ( DOK 1) Create a class list everyone may see (The teacher can write their ideas on the board. Students copy the ideas on their GO.)Call on students to add clarification and more information to the topics on the list. All students take notes. Learning Task 2-(DOK 2) 2.1 Picture of Elizabeth Eckford, the first day of integration in Little Rock High School, Arkansas, the first racially integrated high school in the South. Analyze the picture. Complete the overview of the OPTIC graphic organizer as you study the picture. 2.2 Pair up with another student. Discuss your observations with a partner. Add to your OPTIC G.O. 2.3 With the same partner, complete the next three sections of the OPTIC G.O., discussing your observations as you record them. 2.4 Pair up with another pair, forming a group of four. Share the observations you have recorded on the OPTIC G.O. 2.5 As a group of four, discuss your conclusion to the picture. Each student, complete the OPTIC G.O. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 50 2.6 The teacher brings the class together to discuss the observations and conclusions. Class shares as teacher writes the observations on the board. Optional: At this point, the teacher may give oral notes on The Little Rock Nine or show a video. See resources at the back. Learning Task 3: (DOK 2) 3.1: Listen to the song, “Strange Fruit” sung by Billie Holiday. Identify the tone- the feelings the music evokes- and explain your answer to your partner. Give evidence from the music to support your answer. Write it on the G.O. 3.2 Define juxtaposition. 3.3 Complete a close read of the text. Annotate it as you read, highlighting words that describe the South in one color and the words referring to the fruit in another. (See annotations in the resources.) 3.4 On the GO, list the words used to describe the South and the words used to describe the “fruit”. 3.5 Answer: What does the juxtaposition of the two images convey concerning disparities or different attitudes concerning individuals of different colors? 3.6 With a partner, discuss the differences in these descriptions. What do you believe these descriptions imply concerning attitudes toward African Americans? According to the song, how is the South portrayed? Use specific words to support your answer. According to the song, what happened to some African American people? Record these on the G.O. 3.7 With the same partner, identify the speaker, main idea, purpose of the song. Identify a theme. Add it to your G.O. 3. 8 Combine in the same group of four: Share responses. Record additional observations on the G.O. 3.9 Class share responses. Identify a theme and the attitudes/feelings highlighted in the song. Optional: This is an opportune time to tell the class the story of Emmitt Till. See resources in the back. Learning Task 4: (DOK 3) 4.1 With a partner, complete a close read of the letter from Maxine Allison. Identify her claim. Mark evidence or support for the claim. List words that indicate her tone. What does she want President Eisenhower to do and why? Add these to the G.O. 4.2 With the same partner, complete a close read of the letter from Charles Alexander. Annotate words that identify his claim. Mark evidence or support for the claim. What does he want President Eisenhower to do and why? List the words that indicate his tone. Add these to the G.O. 4.3 Discuss the perspectives of a black person and of a white person based on the stimuli. Note similarities and differences in a T chart. 4.4 Pair with another pair and share your answers. 4.5 Write a sentence to indicate a general attitude concerning race from a white person's perspective and from a black person's perspective based on the stimuli. Add any additional comments to the T chart. 4.6 Share your chart with another pair of two. Optional: Divide the class into two groups. Each group would read one of the letters. Meet as a group to share the speaker, purpose, tone, and purpose. Then pair one person from each letter to share the perspectives and fill out the T charts. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 51 NOTE: These stimuli present a very biased view. There were many white people who helped and risked their lives during the Civil Rights Era in order to end segregation and fight for racial equality. However, the purpose of this text set is to provide a basic understanding of attitudes with which to view and understand the novel, The Help. The other viewpoints will be evident as the students read the novel. Learning Task 5: (DOK 4) 5.1 With a group of 4, discuss events that have been referred to or alluded to in the stimuli. What types of occurrences could you infer? Add to the GO. 5.2 With the same group, synthesize perspectives, attitudes, and feelings as presented with the stimuli and your discussions. Record any changes on the G.O. 5.3 Whole class share as teacher directs. 5.4 Letter: Using the above notes and discussion, imagine the perspective of events through a white person’s or a black person’s eyes. With these in mind, write a letter to a family friend discussing events that may be typical news. Include your thoughts (as the persona you have adopted) and feeling, worries and angers or fears. Include a reference to at least two events that we have seen in the stimulus materials. (See rubric in resources.) Alternatives: Students could: Participate in philosophical chairs In a Socratic seminar Create newspaper page describing typical events Present a newscast from the time period Determine topics student wish to know more about- and do mini research assignments Assessment rubric to be used for close reading tasks: http://www.schools.utah.gov/CURR/langartsec/Close-Reading-Rubrics/Grade_11-12_CLOSEREADING-RUBRIC.aspx Assessment rubric to be used for argument writing tasks: http://www.schools.utah.gov/CURR/langartsec/Writing-Rubrics/Grade-11-12-RUBRICARGUMENT.aspx Sources: research- PioneerLibrary.org Support Materials Letter rubric (attached) As they read The Help, find examples or references to the information presented here. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 52 Resources: Historical Supreme Court case 1896- established separate equal, but In Plessy vs. Ferguson http://www.pbs.org/wnet/jimcrow/stories_events_plessy.html Brown vs. Board of Education, brief synopsis http://www.nps.gov/brvb/learn/historyculture/index.htm http://www.pbs.org/wnet/supremecourt/rights/landmark_brown.html Little Rock Nine: http://mlkkpp01.stanford.edu/index.php/encyclopedia/encyclopedia/enc_little_rock_school_desegregation_195 7/ http://life.time.com/history/little-rock-nine-1957-photos/#1 Emmitt Till http://www.pbs.org/wgbh/amex/till/ Elizabeth Eckford: http://constitutioncenter.org/media/files/Eckford+Formatted+Curriculum.pdf Strange Fruit: http://www.npr.org/2012/09/05/158933012/the-strange-story-of-the-man-behindstrange-fruit History of Strange Fruit https://www.nytimes.com/books/first/m/margolick-fruit.html Supreme Court cases on Civil rights- http://www.civilrights.org/judiciary/supreme-court/keycases.html Resources- Teachers Karen Hesse: DOK Matrix: http://static.pdesas.org/content/documents/M1Slide_22_DOK_Hess_Cognitive_Rigor.pdf Philosophic chairs: https://www.youtube.com/watch?v=19elwVxjfeA Socratic seminar- explanation: http://www.readwritethink.org/professional-development/strategyguides/socratic-seminars-30600.html Rubric: Newspaper templates: https://drive.google.com/templates?type=docs&q=newspaper&sort=user&view=public&urp=https:// www.google.com/url?sa%3Dt%26rct%3Dj%26q%3D%26esrc%3Ds%26so&pli=1&ddrp=1# Annotations: Metacognitive markers _ Underline important information + to indicate that you have a specific thought or comment ? to indicate information that is confusing or a specific question that you have Write comments to clarify, paraphrase 0 circle words you are not sure of FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 53 Lyrics- Strange Fruit Billie Holiday – Strange Fruit Lyrics, 1939 Southern trees bear strange fruit, Blood on the leaves and blood at the root, Black bodies swinging in the southern breeze, Strange fruit hanging from the poplar trees. Pastoral scene of the gallant south, The bulging eyes and the twisted mouth, Scent of magnolias, sweet and fresh, Then the sudden smell of burning flesh. Here is fruit for the crows to pluck, For the rain to gather, for the wind to suck, For the sun to rot, for the trees to drop, Here is a strange and bitter crop. Songwriter: Songwriters: Frost Dammon Strange Fruit lyrics © EMI Music Publishing FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 54 NAME _________________________________________ Rubric: Personal Letter- Through the eyes of a black person or of a white person. Choose one. Write a letter to a friend or family member. In the letter, discuss events that may be typical news for the day. Using the information gleaned from the stimuli, what would be events in this time period (1900- 1960's); what are you thinking, feeling, and wondering? Based on the letters we read, the poem /song, and the picture, what are your views about integration? The letter needs to show an understanding of the opinions and events represented in the letters, the picture, and the song we listened to through the perspective of a white or black individual living in the South at the time. (25 points possible) POINTS Emerging- 0-1 Fair- 2- 3 points Strong- 4- 5 points points The letter is The letter mentions events or The letter shows an incomplete and does comments from the discussions, internalization of the events not address the but does not show an portrayed. question. understanding of the sentiments expressed. The content shows The content of the writing shows The content of the little understanding a basic understanding of the paragraph shows a strong of the topic. sentiments during the time period understanding of the addressed. attitudes as illustrated through the stimuli. The text uses no At least one stimuli is referenced. There is a reference to at references to the least two events from the stimuli. stimuli. Writing is Writing is organized clearly and Writing is clearly somewhat clear. sentence structure does not organized. Sentence There is no obvious interfere with understanding of structure adds to the format or the text. meaning of the letter. organization of the information. There are 3 or more There are less than 3 errors in There are less than 2 errors spelling, spelling, punctuation, or grammar. in spelling, punctuation or punctuation, or grammar. grammar. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 55 Name _________________________ Graphic Organizer: Use the following organizer to record your notes while reading and discussing the stimuli. Learning Task 1: KNOW: What do you know Inferences: about the South during the early 1900's to 1960's? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 56 Learning Task 2: OPTIC (modified) Title of piece____________________________________________ Overview: Look at the picture. Generate questions. What strikes you as interesting? What do you notice? What is the subject? What is happening? What could be a theme? Parts: Look closely and notice certain elements or details. Ask additional questions, such as: Who are the people? What is the setting and time period? What historical information would help in understanding this photo? Title: How does the title help you answer some of the above questions? How does the title help clarify the picture? Inter-relationships: Look for connections between the title and the picture. What connections among the individuals do you notice? Conclusion: Form a conclusion about the meaning/theme of the picture. Support your conclusions with evidence. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 57 Learning Task 3: Strange Fruit: Define Juxtaposition: Compare images of the South- note specific words Note descriptions of the “fruit.” used for the South. What does the juxtaposition of the two images convey concerning disparities or different attitudes concerning individuals of different colors? ______________________________________ Speaker: Main idea: Purpose: Tone: What can you infer concerning: Attitudes: Whites Attitudes: Blacks evidence evidence FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 58 Learning Task 4: Letters: Maxine Allison: Claim: Charles Alexander: Claim: Evidence Evidence: Purpose Purpose Tone Tone Attitude FINAL 2015 Digital Book Grades 9-12 Teacher Edition Attitude Page 59 T chart: Views of white Southerners, based on letter from Maxine Allison Views of blacks, based on letter from Charles Alexander Write a sentence to indicate a general attitude Write a sentence to indicate a general attitude concerning race from a white person's perspective concerning race from a black person's perspective based on the stimuli. based on the stimuli. Learning Task 5: Synthesize Notes: Look over all your notes; write general attitudes you have inferred or noted for: whites For: African Americans Possible main events of the time, based on the stimuli: FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 60 Student Performance Task 7 Title: Frankenstein: A four part text set in preparation for reading the novel. Frankenstein by Mary Shelley. Grade Band: 11- 12 Name: Patricia Becnel District: Ogden School Objective/Purpose: Prepare students to participate in a Socratic Seminar in order to write an argument essay, answering the question: Does man have a right to manipulate life or alter aspects of it, to create life, make it “better”, or to deem it different? Stimuli 1: A Description of the science of genetic modification http://www.bionetonline.org/english/content/db_cont1.htm Lexile: 1160 Placement: Moderate Word count: 300 Stimuli 2: Is genetic modification right or wrong? A pro/ con list and explanations. http://www.bionetonline.org/english/content/db_eth.htm Lexile: 930 Placement: Less complex Word Count: N/A Stimuli 3: Eugenics: http://www.pbs.org/wgbh/aso/databank/entries/dh23eu.html Lexile 1320 Placement: complex Word Count: 300 Stimuli 4: Eugenics: http://www.nature.com/scitable/topicpage/human-testing-the-eugenicsmovement-and-irbsLexile : 1510 Placement: high complexity Word count: 724 FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 61 Focus Standards for formative task: W11-12.1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. SL.11-12.1: Initiate and participate effectively in a range of collaborative discussions with diverse partners on grade 11- 12 topics, texts, and issues. Additional Standards covered: RL.11- 12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. W11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W11-12.5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific audience or purpose. Learning Task 1: (DOK 1) 1.1 Students will complete an anticipation guide. (See resources). 1.2 After completing the anticipation guide individually, the teacher will tally scores on each question separately by asking who responded yes; who responded no. Ask for discussion. Write the comments where students can see them. Learning Task 2: (DOK 2) 1.1 Complete a close reading of Stimuli 1 to determine the definition of genetic modification. Annotate, marking the text as you read: _____ Underline important facts 0 Circle words or concepts you are unsure of ? Mark questions * Write comments 2.2 On Cornell notes (see resources in the back), Define genetic modification. 2.3 Identify the claim and supporting evidence. Write on Cornell notes. 2.3 Create a T chart on the Cornell notes. Identify the pros and cons of this scientific technology and write these on Cornell Notes FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 62 Learning Task 3: (DOK 2). 3.1 Read Stimuli 2 3.2 Add to the pro /con list from Task 2.3. 3.3 Write a summary statement on genetic modification as stated in the articles with supporting evidence from the stimuli for pro and con reasons. 3.4 Share the summaries with a partner. 3.5 Partners pair with another pair to discuss your responses. 3.6 Record on Cornell notes, altering or adding to your definition and main points. Learning Task 4: (DOK 3) 4.1 In the groups of four just formed- give one pair Stimuli 3 and the other pair Stimuli 4. 4.1 Have each pair, individually, complete a close read, annotating and marking the text as above (learning task 2). 4.2 Read to determine the definition of eugenics, the reasons, the science and the philosophy behind this. Record on the same Cornell note paper. 4.4 Create a T chart on the Cornell note paper. Write the pros and cons of this scientific technology. 4.5 Discuss the use of eugenics with the partner who read the same article. 4.6 Check that you have the main ideas, clarify any misunderstandings. Compare your notes and make any adjustments necessary. On the Cornell notes. 4.7 A reader of stimuli 3 in the foursome will now pair with a reader of stimuli 4. 4.8 One person share the information and the notes on the article. The other person record the information on Cornell notes. Answer any questions. 4.9 Repeat the above process with the second article. 4.10 Return to the group of four. Discuss the pros and cons of eugenics. 4.11 On the bottom of the Cornell notes, write a summary statement on eugenics. Include pro and con arguments and evidence to support them. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 63 Learning Task 5: (DOK 3) 5. 1 in the same group of four, discuss the similarities and the differences between genetic modification and eugenics. Record your responses on the Cornell notes. 5.2 In your group, create a master list of pro's and con's for both eugenics and genetic modification, supporting with evidence from the texts as well as personal opinion. Learning Task 6 (DOK 3) 6.1 In the same group of four, develop five questions you would like the class to discuss on these topics. They may not be questions that can be answered with a YES or a NO, but ones that will evoke discussion. (See DOK chart- Hess- in resources.) 6.2 Student foursomes will write the questions on large paper or a white board so the class can see them. 6.3 The teacher will read the questions aloud, clarifying the question. The class will vote for the top ten questions to use for a discussion. Learning Task 7: (DOK 3) 7.1 The teacher will post the questions. 7.2 The students will participate in a Socratic Seminar. (Directions, explanation, and a rubric are in the resources.) Learning Task 8: (DOK 4) 8.1 Students will write a well- constructed argument essay taking a stand either for or against genetic modification and /or eugenics in humans. Evidence from the texts will be used to support the argument. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 64 Rubrics: Assessment rubric to be used for argument writing tasks: http://www.schools.utah.gov/CURR/langartsec/Writing-Rubrics/Grade-11-12-RUBRICARGUMENT.aspx Assessment rubric to be used for close reading tasks: http://www.schools.utah.gov/CURR/langartsec/Close-Reading-Rubrics/Grade_1112_CLOSE-READING-RUBRIC.aspx Resources: Socratic Seminar: 1. explanation: http://www.readwritethink.org/professional-development/strategy-guides/socraticseminars-30600.html 2. st-seminar content steps: Students further develop ideas from the dialogue through writing assignments and/or other activities. ( https://www.paideia.org/socratic-seminar-plans/) 3. PowerPoint (Teacher)http://www.hhh.k12.ny.us/uploaded/PDFs/DI_Pdfs/Day_1/hertberg.pdf 4. Rubric- Observer and self, statements: http://www.edutopia.org/stw-kipp-critical-thinking-resourcesdownloads: 5. http://www.edutopia.org/pdfs/stw/edutopia-kipp-criticalthinking-lessonplansrubric-guidesocraticseminarassessment.pdf Cornell Notes: http://coe.jmu.edu/learningtoolbox/cornellnotes.html T chart: http://www.worksheetworks.com/miscellanea/graphic-organizers/tchart.html T-chart graphic organizer: http://www.worksheetworks.com/pdf/_pq/fwcm/WorksheetWorks_Untitled_TChart_1.pdf FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 65 Anticipation Guide Mark Yes if you agree with the following statements; Write no if you do not agree. _______1. If you knew that your future baby would have a fatal disease, would you allow a doctor to manipulate his DNA or genes in order to eliminate the disease? _______2. Should scientists be allowed to alter life forms in order to eradicate the world of disease? ______ 3. Should criminals, indigents, or mentally handicapped be sterilized so they cannot have children? ______ 4. Should scientists be allowed to pursue genetic manipulations in order to eliminate man's desire for war? ______ 5. Does man have the right to create life? FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 66 Cornell Notes Name ____________________________Date ___________________ Period _______ Topic: _________________________________________________________________ Essential Question: _______________________________________________________ Questions: Notes: T – Chart: Summary: FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 67 Student Performance Task 8 Title: Rhetoric and Debate, What matters most? An analysis of the Nixon and JFK 1960 debate. Grade Band: 11-12 Name: Heather Gerrard District: Ogden City Schools Objective/Purpose: Analyze the various views regarding imperialism in the 19 th and early 20th century as a supportive analysis for both novels. Practice compare and contrast strategies by developing evidence based claims through close reading and analysis of both texts and visuals. Stimuli: #1: Political Debates overview video Source: http://www.nytimes.com/video/us/politics/100000001814028/presidentialdebate-moments.html #2: Campaign of 1960( up through the debate) Source: http://www.jfklibrary.org/JFK/JFK-in-History/Campaign-of-1960 Lexile: 1140 Placement: Medium Word Count: 618 #3: Clifford to JFK memo Source: Department of Education and Public Programs, John F. Kennedy Presidential Library and Museum Lexile: 929L Placement: easy Word Count: 268 #4: Script of opening statements from JFK and Nixon debate, September 26, 1960 Source: Department of Education and Public Programs, John F. Kennedy Presidential Library and Museum Lexile: 1240L Placement: high Word Count: 1582 FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 68 #5: Video of JFK and Nixon Debate, September 26, 1960 Excerpt with script handout Source: http://www.jfklibrary.org/Asset-Viewer/LYj_UVJ9gEyA5U9buPW8Hg.aspx Time: 18 min Lexile: 1240: Placement: high Word Count: 1388 Focus Standards for formative task: RI.11-12.1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. RI 11-12.5: Analyze and evaluate the effectiveness of the structure an author uses in his or her argument. W.11-12.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.) W.11-12.8: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. W.11-12.9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Other Standards covered: RI. 11-12.4: Determine the meaning of words and phrases as they are used in the text including figurative, connotative and technical meanings. RI. 11-12.7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. RI. 11-12.8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses). SL. 11-12.1: Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 69 SL. 11-12.3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. Learning Task 1: (DOK 2) 1.1 Watch the introduction video to political debates. Notice anything you find effective or that the narrator points out that you feel is important for a debate. 1.2 With a partner, brainstorm specific criteria that would make an effective debater. Keep track of your ideas on these instructions or scrap paper. Consider which characteristics of a politician in a debate would cause you to vote for him or her. 1.3 Review the criteria list on the graphic organizer with your partner. Discuss the definitions by thinking of scenarios and examples. Be prepared to share your thoughts with the class as you go through the criteria together. Learning Task 2: (DOK 3) 2.1 Read the introduction to the 1960 debate. (optional) 2.2 With a partner, read the memo from Kennedy’s advisor, Clifford. The purposes for the close reading is below the memo, be sure to review the questions with your partner before you read the memo and mark the text accordingly. 2.3 Pair up with another pair (now a group of 4). Using the information from the memo and any other ideas you have, discuss what other criteria (at least two) should be added to the organizer from task 1. Come to a consensus with your group and add it to your criteria list. Be prepared to share and explain why you chose the criteria with the class. Learning Task 3: (DOK 4) 3.1 Read the opening comments from Kennedy. Underline every time you read “not satisfied”. 3.2 With a partner discuss why Kennedy repeats this phrase and determine the effects this has on his speech. Make notes in the side margins of the speech handout. 3.3 With your partner look at the criteria organizer and determine where the use of this repetition would fall as evidence on the organizer and whether it works for or against Kennedy. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 70 Add the evidence in the appropriate places. Be prepared to share your claims with the class as you discuss the impact of repetition on speeches and within Kennedy’s speech specifically. 3.4 Continue reading the opening speeches with your partner and as you are reading, make note of how Nixon and Kennedy emphasize particular words and phrases in their responses. Underline those words and phrases that stand out to you. Which words or phrases do the candidates tend to repeat? What words or phrases are familiar or unfamiliar to you? What other verbal patterns do you detect in these candidates' responses?" 3.5 Add any evidence to the criteria chart as you did with Kennedy’s “not satisfied”. 3.6 With another pair (now a group of 4), revisit the two opening speeches. Where do you see evidence of Clifford’s observations and recommendations to Kennedy? Star them on your paper. Choose one phrase or sentence from each candidate that you and your group feel is very effective, based on the established criteria, and underline that phrase. Choose one phrase or sentence from each candidate that you and your group feel is not effective, based on the establish criteria, and double underline that phrase. 3.7 As a group determine where each piece of evidence you just marked on the speeches based on the instructions above, should be placed on the organizer and add them. Be prepared to share one or two with the class. Learning Task 4 (DOK 3) 4.1 Assign 2 criteria to each person in the group. Be sure that the assigned criteria’s meaning is clear to that person. 4.2 Watch and read along to the televised debate, looking for evidence of your assigned criteria. Make notes on you printed version of the script as you see and read. 4.3 Add your evidence to the graphic organizer. 4.4 Share your evidence for your criteria with the group and add what your group members found for their criteria to your graphic organizer. (optional: get with one or two other students who watched and read for the same criteria as you and compare notes and observations before sharing with your group.) 4.5 Discuss the overall evidence on your graphic organizer and consider the following question with your group: What is the evidence telling you regarding which candidate was a better debater? How do you know? 4.5 Using the evidence and criteria organizer, complete the debate rubric, determine who one and answer the questions. You will then determine the winner as a class. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 71 Learning Task 5 (DOK 4) 5.1 With your group, discuss what the determined “looser” of the debate could have done differently based on the evidence against them and for the “winner”. Come up with a few specific examples. 5.2 Using the memo from task 2 as your guide for format, write a memo to the determined looser. Give them specific advice, using evidence from the organizer. Be sure to refer to the writing rubric for guidance. (If Kennedy was the looser for your team/class, be sure to go beyond the advice he received from Cabott, using the evidence you and your group found. Rubrics: Memo to a Candidate Organization/Format Claim Evidence 3 2 1 Your letter is organized neatly according to the Clifford Memo and in a way that shows effort and creativity Your letter is organized but lacks the direction of the Clifford Memo and in a way that shows effort and creativity, but may show a lack of attention to detail. You letterr shows little organization or creativity. It may be messy or show lack of effort. Your claims and advice presented clearly and logically. Your claim is mostly clear, but there may be a minor drift in focus. Your claim is unclear or confusing. You use at least two pieces of evidence that clearly and creatively support your claims. You use at least one pieces of evidence that support your claims. You use no evidence that support your claims. FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 72 Evidence For JFK Criteria Nixon Evidence Against JFK Nixon The candidate is knowledgeable about the issues The candidate frames his responses in understandable way The candidate is assertive in his responses The candidate improvises effectively The candidates appearance is FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 73 appealing Criteria For JFK Nixon Criteria Criteria Against JFK Nixon The candidates personality is friendly and welcoming Other: Other: Other: FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 74 Evidence For Criteria FINAL 2015 Digital Book Grades 9-12 Teacher Edition Evidence Against Page 75 FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 76 After establishing the criteria and finding evidence for each rate the candidates’ performance in that category. (excellent = 4; good = 3; fair = 2; poor = 1) Established Criteria Knowledge of issues JFK Nixon Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: Score: Frames responses in an understandable way Assertiveness in responses Ability to improvise Appearance Personality Other: Other: Total: FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 77 Copyright(s) for this material will be held by the Utah State Office of Education, retaining all rights of ownership of the online textbook and any product(s) or derivative(s) of the textbook. Employees, consultants or independent contractors who provide services for curriculum projects should assume that they are developing or writing works for hire and that they have no personal ownership or copyright in the final product or materials. This work will be licensed under a Creative Commons Attribution-Non Commercial-Share Alike (CC BY-NC-SA). This license lets others remix, reuse, and build upon this work non-commercially, as long as they credit USOE and license their new creations under the identical terms FINAL 2015 Digital Book Grades 9-12 Teacher Edition Page 78
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