The Value of Human Life: The Most Dangerous Game
Argumentative Module
Module Title
Module
description
(overview):
Template task
(include number,
type, level):
Teaching task:
The Value of Human Life: The Most Dangerous Game
Throughout history, many courageous people have placed a high value on the lives of others. Think of people such as Harriet Tubman
who moved slaves from the South to Canada and out of harm’s way; Oskar Schindler used his own factory to protect Jews from the
Nazis during World War II. These people risked their own lives and fortunes to aid others. One would say that they placed a high
value on other human beings. So, what is the value of a human life? Can we measure the value of a life? During this module, you will
read fictional stories, poems, news stories, magazine articles, blogs, and speeches to explore the idea of the value of human life.
Task 2: [Insert question] After reading ________ (literature or informational texts), write a/an ________ (essay or substitute) that
addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views.
(Argumentation/Analysis)
Can you place a value on human life? After reading literature and informational texts (see below), write an editorial for a local
newspaper that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing
views.
Grade(s)/Level:
9th Grade
Discipline: (e.g.,
ELA, science,
history, other?)
English/language arts
Course:
9th Grade ELA - Standard
Author(s):
Melissa Brown, Melissa Champion-Hurst, LaTonya McNeill, Jeff Merithew, Pam Shive, Kim Shropshire, Ben Taylor
Contact
Information:
[email protected]; [email protected]; [email protected]; [email protected];
[email protected]; [email protected]; [email protected]
This PDF was created by DPI coaches, but this document is not sanctioned by the NCDPI. Also, if you would like a Word version of
this document, please contact your DPI coach.
For classroom use only. May not be reproduced for commercial purposes.
1
Section 1: What Task?
TEACHING TASK
Background to
share with
students:
Throughout history, many courageous people have placed a high value on the lives of others. Think of people such as Harriet Tubman
who moved slaves from the South to Canada and out of harm’s way; and Oskar Schindler who used his own factory to protect Jews from
the Nazis during World War II. These people risked their own lives and fortunes to aid others. One would say that they placed a high
value on other human beings. So, what is the value of a human life? Can we measure the value of a life? During this module, you will read
fictional stories, poems, news stories, magazine articles, blogs, and speeches to explore the idea of the value of human life.
Teaching task:
Can you place a value on life? After reading literature and informational texts (see below), write an editorial for a local newspaper that
addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views. Give examples
from past or current events or issues to illustrate and clarify your position.
Reading texts:
Please note: all outside reading selections should be approved by the appropriate district personnel.
CCSS Text Complexity: 9-10th Grade Flesch-Kincaid Goals = 8.32 - 12.12
The Most Dangerous Game
by Richard Connell (Flesch-Kincaid: 4.4)
Life Value Calculator
http://www.lifehappens.org/human-life-value-calculator/
Choose among the readings below (arranged from least complex to most complex quantitatively):
What is the Value of a Human Life? By Kenneth Feinberg (Flesch-Kincaid: 8.1)
http://www.npr.org/templates/story/story.php?storyId=90760725
Your iPhone was built, in part, by 13 year-olds in China by Henry Blodgett (Flesch-Kincaid: 8.2)
http://today.msnbc.msn.com/id/46027028/ns/today-today_news/t/your-iphone-was-built-part-year-olds-china/#.T84zRaN5mK0
Why the Syrian Regime is Killing Babies (Flesch-Kincaid: 11.0)
http://www.cnn.com/2012/05/31/opinion/ghitis-syria-killing-children/index.html?hpt=imi_t5
For classroom use only. May not be reproduced for commercial purposes.
2
Is Victoria's 'Secret' child labor in Africa? by David A. Love (Flesch-Kincaid: 11.4)
http://thegrio.com/2011/12/16/is-victorias-secret-child-labor-in-africa/
Pope: No Human Life is Dispensable (Flesch-Kincaid: 12.0)
http://www.zenit.org/article-33828?l=english
China: Death Row Provides Most Organ Donors (Flesch-Kincaid: 12.0)
http://www.msnbc.msn.com/id/32563370/ns/world_news-asia_pacific/t/china-death-row-provides-most-organdonors/#.T84tF839RD4
49 Decapitated Bodies Found in Mexico (Flesch-Kincaid: 12.0)
http://www.cnn.com/2012/05/13/world/americas/mexico-remains/index.html?npt=NP1
The Value of a Human Life: $129,000 By Kathleen Kingsbury (Flesch-Kincaid: 12.0)
http://www.time.com/time/health/article/0,8599,1808049,00.html
As U.S. Agencies Put More Value on a Life, Businesses Fret (Flesch-Kincaid: 12.0)
http://www.nytimes.com/2011/02/17/business/economy/17regulation.html?_r=3&pagewanted=1
What’s the Value of a Statistical Life? (Flesch-Kincaid: 12.0)
http://stats.org/stories/2011/value_statistical_life_jun27_11.html
Stem Cells in Court, Scientists Fear for Careers (Flesch-Kincaid: 13.4)
http://www.nytimes.com/2010/10/06/science/06stem.html?ref=stemcells&pagewanted=print#
No Man is An Island by John Donne (poem)
http://web.cs.dal.ca/~johnston/poetry/island.html
Mi Historia by David Dominguez (poem)
http://www.poetryfoundation.org/poem/240052
The Value of One Life (poem)
http://poetrypoem.com/cgibin/index.pl?poemnumber=562674&sitename=apoetslaststand&poemoffset=0&displaypoem=t&item=poetry
For classroom use only. May not be reproduced for commercial purposes.
3
Charts from the Social Security Administration (scroll to bottom of page). These charts can lend themselves to rich
discussions about the relative worth of different groups of humans according to government tables.
http://www.ssa.gov/oact/NOTES/as120/LifeTables_Body.html
Extension
(optional: could
be a speech,
PPT, creative
project):
For classroom use only. May not be reproduced for commercial purposes.
4
COMMON CORE STATE STANDARDS
READING STANDARDS FOR ARGUMENTATION
“Built-in” Reading Standards
“When Appropriate” Reading Standards (applicable in black)
1- Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to
support conclusions drawn from the test.
3- Analyze how and why individuals, events, and ideas develop and interact over
the course of a text.
2- Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas.
5- Analyze the structure of texts, including how specific sentences, paragraphs, and
larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each
other and the whole.
4- Interpret words and phrases as they are used in a text, including determining
technical, connotative, and figurative meanings, and analyze how specific word
choices shape meaning or tone.
6- Assess how point of view or purpose shapes the content and style of a text.
10- Read and comprehend complex literary and informational texts independently
and proficiently.
7- Integrate and evaluate content presented in diverse formats and media,
including visually and quantitatively, as well as in words.
8- Delineate and evaluate the argument and specific claims in a text, including the
validity of the reasoning as well as the relevance and sufficiency of the evidence.
9- Analyze how two or more texts address similar themes or topics in order to
build knowledge or to compare the approaches the authors take.
WRITING STANDARDS FOR ARGUMENTATION
“Built-in” Writing Standards
“When Appropriate” Writing Standards (applicable in black)
1- Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
2- Write informative/explanatory texts to examine and convey complex ideas and
information clearly and accurately through the effective selection, organization,
and analysis of content.
4- Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
3- Write narratives to develop real or imagined experiences or events using
effective technique, well-chosen details, and well-structured event sequences.
5- Develop and strengthen writing as needed by planning, revising, editing,
rewriting, or trying a new approach.
6- Use technology, including the Internet, to produce and publish writing and to
interact and collaborate with others.
9- Draw evidence from literary or informational texts to support analysis,
reflection, and research.
7- Conduct short as well as more sustained research projects based on focused
questions, demonstrating understanding of the subject under investigation.
10- Write routinely over extended time frames (time for research, reflection, and
revision) and shorter time frames (a single sitting or a day or two) for a range of
tasks, purposes, and audience.
8- Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while
avoiding plagiarism.
For classroom use only. May not be reproduced for commercial purposes.
5
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source:
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For classroom use only. May not be reproduced for commercial purposes.
6
Section 2: What Skills?
SKILL
DEFINITION
SKILLS CLUSTER 1: PREPARING FOR THE TASK
1. Task Engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric.
SKILLS CLUSTER 2: READING PROCESS
1. Active Reading
Ability to identify the central point and main supporting elements of a
text.
2. Essential Vocabulary
Ability to apply strategies for developing an understanding of
text(s) by locating words and phrases that identify key concepts and facts, or information.
3. Note-Taking
Ability to read purposefully and select relevant information; to summarize
and/or paraphrase.
SKILLS CLUSTER 3: TRANSITION TO WRITING
1. Bridging Conversation
Ability to begin linking reading results to writing task.
SKILLS CLUSTER 4: WRITING PROCESS
Ability to establish a controlling idea and consolidate information
1. Controlling Idea
relevant to task.
2. Planning
Ability to develop a line of thought and text structure appropriate to an
information/explanation task.
3. Development
Ability to construct an initial draft with an emerging line of thought and
structure.
4. Revision
Ability to refine text, including line of thought, language usage, and tone as
appropriate to audience and purpose.
5. Editing
Ability to proofread and format a piece to make it more effective.
6. Completion
Ability to submit final piece that meets expectations.
For classroom use only. May not be reproduced for commercial purposes.
7
Section 3: What Instruction?
Pacing
Mini-Task: Product and
Prompt
SKILLS CLUSTER 1: PREPARING FOR THE TASK
Day 1
Skill and Definition
1. Task Engagement
Ability to connect the
task and new content to
existing knowledge,
skills, experiences,
interests, and concerns.
Day 1
2. Task Analysis
Ability to understand
and explain the task’s
prompt and rubric.
Scoring (meets expectations)
Instructional Strategies
1. Students will visit the website
to discover the value of a life:
http://www.lifehappens.org/huma
n-life-value-calculator/
1. Not scored.
1. Students can visit this website on any web enabled device. If
students do not have access to technology, the teacher can
complete the calculator for the whole class using one
computer and an LCD display.
2. Students will complete an
anticipation guide (see below).
2. Complete the guide.
2. Students complete the guide individually. After students
finish, the teacher can choose a few questions to highlight and
have a class discussion. Have students stand if they agree or
disagree on certain questions. Discuss.
1. Quick write and Class
discussion about prompt.
1. Not scored.
1. Students, seated in pairs, construct a statement about what
they think they will have to learn in order to answer the writing
prompt. Each pair then shares with another pair in the class to
begin a class discussion. Finally, ask for pairs to volunteer to
share their thoughts and their plans on how to tackle this
prompt.
2. Explore and analyze an
argumentative editorial.
2. Meets expectations if students
can identify main argument and
support statements in an editorial.
2. Students use highlighters of two different colors for this
activity. For example, students can highlight the main arguments
in blue and supporting statements in yellow.
3. Meets expectations if each
group can apply an assigned rubric
component to sample editorial.
3. Place students in seven groups – one group for each feature
of the rubric. Each group will analyze an editorial using one of
the seven components. Students will grade the paper and then
present to the rest of the class to explain what they did and
what they discovered about that piece of the rubric.
Here’s a sample student
editorial:
http://www.learner.org/worksho
ps/middlewriting/images/pdf/jbcell%20phones.pdf
3. Explore the argumentative
rubric.
For classroom use only. May not be reproduced for commercial purposes.
8
SKILLS CLUSTER 2: READING PROCESS
Day 2-6
1. Active Reading
Ability to identify the
central point and main
supporting elements of
a text.
Students will annotate for
understanding (highlight,
underline, star, question, make
notes in the margin). Students
will also participate in other
reading strategies as the teacher
see fits.
Meets expectations if students can
verbalize reasoning behind
annotations. Meets expectations if
students participate in the class
reading strategies.
Model for students how to annotate with the first selection, or
first part of selection. Students can share annotations with one
another. In addition, here are some processing activities to use
while reading the selections in this module.
Suggested Reading Activities:
• Title Predictions
Before reading, or after reading just a few sentences, have
students predict the main argument of the article (not just what
the article will be about). Use a sentence cue like “I’ll bet the
author believes…because…” Allow students to share with pairs
and then share with class.
• Stump the Teacher
As the class reads as a whole group, students create questions
to stump the teacher. Decide how many questions each student
should create and at what points in the text are appropriate
stopping points.
• 5-Word Summaries
After reading a section of text, asks pairs to summarize the in
five words. By limiting the number of words, students are
forced to focus on just the essentials.
• Context Clues
Students highlight difficult words as the class (or pairs or teams)
read. Students raise hands as they come across a word they do
not understand. Classmates help by pointing out context clues
and other cues that give the word some meaning. The class
decides on an alternative synonym for the word in the text.
• Traveling Questions
Students are seated in purposeful teams of four as the class
reads a selection. At appropriate stopping points in the text,
stop the reading and ask groups to decide on a word, a passage,
a symbol, or other element of the text in which the group is
confused. At the teacher’s prompt, one person from each team
travels to the next team to get help with the question. After a
few moments, the traveling teammate returns to discuss the
answer. If questions remain, discuss as a class.
For classroom use only. May not be reproduced for commercial purposes.
9
Day 2-6
2. Essential Vocabulary
Ability to apply
strategies for developing
an understanding of
text(s) by locating
words and phrases that
identify key concepts
and facts, or
information.
Students will complete the
vocabulary organizer (see
below).
Meets expectations if the
organizer is complete, and the if
the students participate in the
vocabulary activities.
Use the graphic organizer for both Tier 2 and Tier 3 vocabulary.
Ten of the 20 words can be dictated by the teacher as essential
for the whole class; the other Ten of 20 words can be student
chosen.
The ten class/common words need to be taught and processed
in stages for students to learn and acquire the terms. Please
choose two or more of the strategies below to help students.
Suggested Vocabulary Activities:
• Frayer Maps & Pass-A-Problem
Have students in pairs complete a Frayer Map of one word.
Give each pair a sticky note to cover the word in the center.
Then, pairs pass the words to other pairs to quiz them.
• Corners
With an LCD display, display the vocabulary word and four
possible definitions (one correct, three incorrect). Students
travel to the corner they think is the best definition. Reveal the
best definition and allow for class discussion.
• Connotation Continuum
On white board in front of the class, draw a double-arrowed
line – positive on one end, negative on the other. Pass out the
vocabulary terms on strips to pairs or groups of students. Each
pair/group comes to the whiteboard and places the word
somewhere on the continuum. Make sure each pair/group
justifies their placement.
• Meaningful Sentences
Assign each team (3 or 4 members) a word from the common
class list. Each team creates a sentence to help define and set
the context for that word. Teams write a sentence with the
vocabulary word boxed and two context clues underlined.
Example:
avarice
As his friends became wealthy, the young man’s
grew so much that he was willing to commit crimes just to
acquire more money.
For classroom use only. May not be reproduced for commercial purposes.
10
Day 2-6
3. Note-Taking
Ability to read
purposefully and select
relevant information; to
summarize
and/or paraphrase.
Students will complete a close
reading graphic organizer for
each selection (see below).
Meets expectations if the
organizer is complete with
evidence from the text.
The graphic organizer can be completed in various ways during
the module. During the first informational reading, the teacher
can model how the organizer works and complete it as a class.
The readings should be completed in various settings. For
example, students can read the article individually, in pairs, in
groups, or listening to a whole-class presentation. Vary the
setting to allow the graphic organizer to remain effective.
Meets expectations if Concept
Chair Debate organizer is
completed. Meets expectations if
the student participates in the
class debate.
Students, during active reading, completed graphic organizers
that helped analyze each article. Now, students synthesize the
articles on the Concept Chair Debate form (see below) to
ready themselves for the class debate.
Meets expectations if the
controlling idea clearly states a
position on the topic; provides an
answer to the main teaching task.
To help students see strong introductory paragraphs, offer
several examples of opening paragraphs. Then, ask the class to
discuss what makes each paragraph strong or weak.
Meets expectations if
• Created an outline of all
paragraphs
• Supports controlling idea
by using evidence from
texts read earlier.
Students can use notes from Concept Chair Debate to begin
constructing outlines.
SKILLS CLUSTER 3: TRANSITION TO WRITING
Day 7
1. Bridging
Conversation
Ability to transition
from reading or
researching to the
writing task.
Students will complete the
Concept Chair Debate (see
below) to prepare for the class
debate. Students use the close
reading graphic organizers to
synthesize the argument for and
against placing values on human
lives.
SKILLS CLUSTER 4: WRITING PROCESS
Day 7-8
Controlling Idea
Students will write a controlling
idea (position statement) for the
Ability to establish a
editorial. The statement should
controlling idea and
also detail the sequence of the
consolidate
arguments.
information relevant to
task.
Day 7-9
Planning
Ability to develop a
line of thought and
text structure
appropriate to an
informational/
explanation task.
Students will create an outline
based on their notes (Concept
Chair Debate) and reading in
which they state a claim,
sequence the argumentative
points, and note supporting
evidence.
For classroom use only. May not be reproduced for commercial purposes.
Students can prepare individually, in pairs, or in teams as the
teacher sees fit.
Share examples of student outlines.
Teacher circulates and provides individual feedback on outlines.
11
Day 7-9
Development
Ability to construct an
initial draft with an
emerging line of
thought and structure.
Students will write an initial draft
complete with opening,
development, and closing; insert
and cite textual evidence.
Meets expectations if
• Draft is complete with all
parts.
• Claims are supported in
later sections with
evidence and citations.
Show students the outline of a paragraph that makes a claim,
provides evidence, and gives an explanation of how evidence
supports claim (see CEI model below).
Assign students a writing buddy. After writing a paragraph, have
students exchange paragraph with writing buddy who will
highlight (in different colors) the writer’s use of claim, evidence,
and interpretation.
Teacher circulates and provides individual feedback on body
paragraphs.
Day 7-9
Revision
Day 9-12
Ability to refine text,
including line of
thought, language
usage, and tone as
appropriate to
audience and purpose.
Editing
Ability to proofread
and format a piece to
make it more effective.
Refine composition’s analysis,
logic, and organization of
ideas/points. Use textual
evidence carefully, with accurate
citations. Decide what to include
and what not to
include.
Meets expectations if
• Provides complete draft
with all parts.
• Supports the opening in
the later sections with
evidence and citations.
• Improves earlier edition.
Revise draft to have strong
command of Standard English
usage and mechanics of writing
Meets expectation if
• Draft is free from
distracting surface errors.
• Uses format that
supports purpose.
Adjust formatting as needed to
provide clear, appealing text.
Encourage students to re-read prompt partway through writing
to check that they are on track.
Teacher conferences with individual students to provide useful
feedback that balances support for strengths and clarity about
weaknesses.
Assign students to provide each other with feedback on those
issues.
Provide mini-lessons on selected skills based on student as
evidenced by initial assessment of their drafts and teacher
observations.
Have students create a list of their most common writing
errors.
Teach a short list of proofreading marks.
Day 13
Completion
Ability to submit final
piece that meets
expectations.
Turn in your complete set of
drafts, plus the final version of
your piece
For classroom use only. May not be reproduced for commercial purposes.
Fits the “Meets Expectations”
category in the rubric for the
teaching task.
(Set completion date for Student
at this time)
Assign students to proofread each other’s texts a second time.
N/A
12
TEACHING TASK RUBRIC (ARGUMENTATION)
Scoring
Elements
Focus
Controlling
Idea
Reading/
Research
Development
Not Yet
1
Attempts to address prompt,
but lacks focus or is off-task.
Attempts to establish a claim,
but lacks a clear purpose. (L2)
Makes no mention of counter
claims.
Attempts to reference reading
materials to develop response,
but lacks connections or
relevance to the purpose of the
prompt.
Attempts to provide details in
response to the prompt, but
lacks sufficient development or
relevance to the purpose of the
prompt.
1.5
Approaches Expectations
2
Addresses prompt appropriately
and establishes a position, but
focus is uneven.
Establishes a claim. (L2) Makes
note of counter claims.
Presents information from
reading materials relevant to the
purpose of the prompt with
minor lapses in accuracy or
completeness.
Presents appropriate details to
support and develop the focus,
controlling idea, or claim, with
minor lapses in the reasoning,
examples, or explanations
2.5
Meets Expectations
3
Addresses prompt appropriately and
maintains a clear, steady focus.
Provides a generally convincing
position.
Addresses all aspects of prompt
appropriately with a consistently strong
focus and convincing position.
Establishes a credible claim. (L2)
Develops claim and counter claims
fairly.
Establishes and maintains a substantive
and credible claim or proposal. (L2)
Develops claims and counter claims fairly
and thoroughly.
Accurately presents details from
reading materials relevant to the
purpose of the prompt to develop
argument or claim.
Accurately and effectively presents
important details from reading materials
to develop argument or claim.
Presents appropriate and sufficient
details to support and develop the
focus, controlling idea, or claim.
Presents thorough and detailed
information to effectively support and
develop the focus, controlling idea, or
claim.
Organization
Attempts to organize ideas, but
lacks control of structure.
Uses an appropriate
organizational structure for
development of reasoning and
logic, with minor lapses in
structure and/or coherence.
Conventions
Attempts to demonstrate
standard English conventions,
but lacks cohesion and control
of grammar, usage, and
mechanics. Sources are used
without citation.
Demonstrates an uneven
command of standard English
conventions and cohesion.
Uses language and tone with
some inaccurate, inappropriate,
or uneven features.
Inconsistently cites sources.
Demonstrates a command of standard
English conventions and cohesion,
with few errors. Response includes
language and tone appropriate to the
audience, purpose, and specific
requirements of the prompt. Cites
sources using appropriate format with
only minor errors.
Content
Understanding
Attempts to include disciplinary
content in argument, but
understanding of content is
weak; content is irrelevant,
inappropriate, or inaccurate.
Briefly notes disciplinary content
relevant to the prompt; shows
basic or uneven understanding
of content; minor errors in
explanation.
Accurately presents disciplinary
content relevant to the prompt with
sufficient explanations that
demonstrate understanding.
For classroom use only. May not be reproduced for commercial purposes.
3.5
Advanced
4
Maintains an appropriate
organizational structure to address
specific requirements of the prompt.
Structure reveals the reasoning and
logic of the argument.
Maintains an organizational structure that
intentionally and effectively enhances the
presentation of information as required
by the specific prompt. Structure
enhances development of the reasoning
and logic of the argument.
Demonstrates and maintains a welldeveloped command of standard English
conventions and cohesion, with few
errors. Response includes language and
tone consistently appropriate to the
audience, purpose, and specific
requirements of the prompt.
Consistently cites sources using
appropriate format.
Integrates relevant and accurate
disciplinary content with thorough
explanations that demonstrate in-depth
understanding.
13
Feedback Sheet
Student _______________________________________ Date _______________________________________
Element
Score
Notes
Focus
Controlling
Idea
Reading/
Research
Development
Organization
Conventions
Content
Understanding
Total
Average
Overall Performance Level
For classroom use only. May not be reproduced for commercial purposes.
14
MATERIALS, REFERENCES AND SUPPORTS (ADD BELOW)
FOR TEACHERS
FOR STUDENTS
Vocabulary Log
Anticipation Guide
Close reading graphic organizer
Concept Chair Debate: Teacher Instructions
Concept Chair Debate: Student graphic organizer
C.E.I. Writing Organizer
Revision Checklist
Editing Checklist
For classroom use only. May not be reproduced for commercial purposes.
15
Name:________________________ Period/Core:_________
Vocabulary Term
Definition (in own terms)
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For classroom use only. May not be reproduced for commercial purposes.
Visual
Vocabulary Term
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For classroom use only. May not be reproduced for commercial purposes.
Visual
Name:________________________ Period/Core:_________
Anticipation Guide
Agree
Statement
The value of life depends upon its usefulness.
It is okay to sacrifice the lives of a few to save the lives of
many.
The death penalty is fair punishment.
It is okay to change the rules of the game.
People should make the same amount of money for the
same amount of work regardless of their age.
Experiences of people impact their values.
People should make the same amount of money for the
same amount of work regardless of their gender.
All people are created equal.
All human lives are of the same value.
People should make the same amount of money for the
same amount of work regardless of their race/ethnicity.
Human beings should be valued based on their ability to
give back to society.
The value of a person is based on how many productive
years they can work.
For classroom use only. May not be reproduced for commercial purposes.
Disagree
Name:________________________ Period/Core:_________
The Value of Life: Close Reading
Title/Author (MLA)
Argument and Support
How would the
author answer the
question: Can you
place a value on
life?
What evidence in
the text supports
this position?
Writer’s Craft
What attitude does
the author have
toward the subject
matter (tone)?
How does the
author combine
the features of
writing to create a
distinctive style?
How does the
author’s word
choices affect the
text?
What is the effect
of the literary
devices, including
figurative language?
For classroom use only. May not be reproduced for commercial purposes.
Concept Chair Debate: Teacher Instructions
1. When students arrive in the room, a statement is presented on the board or overhead that will
direct them to think broadly and critically about ____________.
2. The question should be one that will provoke the discussion.
3. The statement must be one which can be discussed on rational grounds, and one for which
supporting arguments can be proposed and refuted.
4. Students will seat themselves in the rows assigned pro, con, or undecided. Someone from the pro
side begins the discussion with an argument in favor of the position. Then someone form the con
side may respond to the argument. Students are drawn into the discussion by physically moving to a
seat in the row that currently reflects their beliefs about the position. Anyone can change seats at
will.
5. Students can record compelling arguments on the seesaw graphic organizer to use for writing
assignment.
6. Teacher can assess concept chair discussion by:
Monitoring verbal statements with rubric and recording movement of students
RUBRIC COMPONENTS COULD INCLUDE:
1.
2.
3.
4.
5.
superficial understanding of the position
understands position and adds some insight
analyze and differentiate points
formulates and articulates a new opinion
evaluates and supports ideas with concrete and abstract reasoning
Concept chair instructions and rubric information adapted from
http://www.learnnc.org/lp/pages/3117?ref=search
For classroom use only. May not be reproduced for commercial purposes.
Concept Chair Debate:
Can you place a value on human life?
YES
For classroom use only. May not be reproduced for commercial purposes.
NO
C.E.I.
Claim #1 (What is your paragraph going to prove?):
Evidence (proof that supports your claim) 3
examples
Interpretation of the Claim (explains how your
evidence ties to the Claim)
Claim #2 (What is your paragraph going to prove?):
Evidence (proof that supports your claim) 3
examples
Interpretation of the Claim (explains how your
evidence ties to the Claim)
Claim #3 (What is your paragraph going to prove?):
Evidence (proof that supports your claim) 3
examples
Interpretation of the Claim (explains how your
evidence ties to the Claim)
For classroom use only. May not be reproduced for commercial purposes.
Name:________________________ Period/Core:_________
Revision Checklist
Idea and Argument Development
The writing stays on topic throughout the paper. All ideas fit within the topic.
All ideas in each paragraph relate to one another.
No stray ideas or arguments can be found within the paper.
The arguments presented are strong and clear.
Organization
The introduction grabs the reader, sets up the argument, and clarifies what to expect.
The supporting paragraphs each tackle one main argument and counter arguments.
The conclusion is satisfying and strengthens the paper.
Each paragraph has a clear topic sentence.
Voice, Fluency, Word Choice
Sentences flow from one to another.
Sentence length varies throughout the paper.
The voice of the paper sounds authoritative, without sounding argumentative.
All words fit within the paper.
For classroom use only. May not be reproduced for commercial purposes.
Name:________________________ Period/Core:_________
Editing Checklist
Grammar, Language, Usage, and Mechanics
All words are spelled correctly (including confusing words like affective and effective).
Homonyms are spelled correctly (they’re/their/there, your/you’re, to/too/two).
Commas are used correctly in each sentence (while reading, give a long pause to check).
Each sentence ends with appropriate punctuation (avoid overuse of exclamation marks).
Semi-Colons and Colons are used correctly.
Overly used adjectives and adverbs are avoided (very, it)
Each paragraph is indented.
Sentences do not start with “it”.
For classroom use only. May not be reproduced for commercial purposes.
For classroom use only. May not be reproduced for commercial purposes.