Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
Framework Title: Unit I, Violence in Literature
Grade Level: 12
Course: British Literature
Approximate Duration: 9 weeks
Overview of the Unit:
The purpose of this beginning unit for British Literature is to demonstrate how the study of British literature
enhances our understanding of our language and our own culture. Classic works of British literature have lasted
for generations, and even centuries, because they are good. These authors have something to say to modern
readers that is worth hearing. In addition, British literature has had a profound impact on the development of the
English language as we use it today.
Students will study classic texts paired with modern selections that convey related themes, topics, and concepts.
Emphasis will be placed on close reading, critical thinking, and effective writing. The intended outcome at the
end of this first unit is for students to understand the importance of language and how a writer’s language
choices affect meaning. Students will examine their own diction to look for ways to increase the impact of their
writing. Students will conduct various close readings in growing complexity and independence to conclude the
unit with an essay on the meaning of violence in literature in the context of the relationship between literature
and culture.
Structure of the Unit:
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
The lessons listed below do not cover the entire time period for the unit, and there may be some overlap
between lessons. For example, students begin reading Beowulf in lesson 2, but the teacher may wish to provide
some background on Anglo Saxon literature and culture between lessons 1 and 2. Research for a writing
assignment is introduced in lesson 3, but the students will not be able to complete the assignment until after they
have finished reading Beowulf, lesson 5. Lesson 4 uses kennings found in Beowulf as a jumping-off point for a
lesson on hyphenation, the only punctuation mark specifically addressed in the grades 11-12 standards, but the
lesson could be skipped if a diagnostic assessment indicates the students already understand hyphenation, or the
lesson could be presented at another time. Teachers should feel free to adapt these lesson plans as desired to suit
the needs of their students.
Lesson 1: The teacher provides an overview of the early history of England to lead into student investigation of
specific periods in the history of the English language. Focus is placed on the changing nature of language, the
contribution of multiple languages to English, and the benefits of studying British literature.
Lesson 2: Students begin reading Beowulf. Using the concept of “monster,” students investigate authors’ word
choices to define characters and create tone in Beowulf and a modern non-fiction reading.
Lesson 3: Continuing the study of diction, students investigate the concept of “hero” in Beowulf and in popular
culture. Figurative language is examined.
Lesson 4: A lesson on hyphenation is introduced by way of kennings found in Beowulf. Rules of hyphenation
are modeled and practiced.
Lesson 5: Students use textual evidence to respond in writing to a prompt about the role of Beowulf as an epic
hero.
Lesson 6: Using their completed reading of Beowulf as a starting point, students begin to examine the theme of
violence in literature. A selection of poems, essays, and excerpts provides a variety of approaches to violence.
Lesson 7: Continuing to look at responses to violence, students examine rhetorical strategies used by Mohandas
Gandhi and Winston Churchill in selected speeches.
Lesson 8: Students conduct research on the use of violence in literature and on the connection between culture
and violence.
Lesson 9: Students prepare for and participate in a Socratic seminar on the issue of violence.
Lesson 10: Students write an argumentative essay in which they state their response to a prompt regarding
violence and use rhetorical strategies and evidence from their readings to support their position.
Priority Standards:
ELACC12RL1/RI1: 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.
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
ELACC12RL2/RI2: Determine two or more themes or central ideas of text and analyze their development over
the course of the text, including how they interact and build on one another to produce a complex account;
provide an objective summary of the text.
ELACC12RL4: 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.
ELACC12RI7: 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.
ELACC12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
ELACC12W8: Gather relevant information from multiple authoritative print and digital sources, using
advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose,
and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism
and overreliance on any one source and following a standard format for citation.
ELACC12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
ELACC12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and
spelling when writing. a. Observe hyphenation conventions.
ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas
and expressing their own clearly and persuasively.
Supporting Standards:
ELACC12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or
terms over the course of a text.
ELACC12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
ELACC12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated
in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).
ELACC12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
ELACC12W5: 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 purpose and audience.
ELACC12L1: Demonstrate command of the conventions of standard English grammar and usage when writing
or speaking.
ELACC12L3: Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
ELACC12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
ELACC12L6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Additional Reading:
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
Teachers may be interested in reading “The Critical English Educator: Examining Violence in Literature” by
Melissa B. Schieble in the Spring 2011 edition of Wisconsin English Journal for suggestions on teaching this
topic. A copy of this article is available with this unit plan.
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
British Literature Unit 1, Lesson 1 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Question How does the study of British literature enhance our understanding of our language and our own culture? Standards Focus Standard
ELACC12RI7: 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. Getting students ready to learn OPENING Support Standards
ELACC12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. ELACC12L6: Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Duration This lesson will take one to three class periods, depending on scheduling model employed.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will be able to identify at least three of the languages that form the basis of English, as well as answer that age‐old question, why is English so hard to spell? Students will be able to articulate three reasons for studying British literature. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The teacher will introduce the topic of slang, perhaps discussing slang terms from his/her own high school years, and ask students to identify current slang terms. After pointing out that language changes over time, the teacher will play an audio clip of a reading in Old English. One possibility is the “The Lord’s Prayer” in Old English (http://www.pastperfect.org.uk/sites/yeavering/archive/prayerclip.html ). Students will have the opportunity to comment on whether they recognized any of the words as English.
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: The teacher will present a brief overview of early English history, focusing on the variety of people groups that have settled in the British Isles: the Celts, Romans, Angles, Saxons, Jutes, Vikings, and Normans. A PowerPoint presentation, “Early History of England,” is available with this lesson plan. CLOSING
Helping students
make sense of their
learning
WORK SESSION
Releasing students to do the work
Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
Divide students into six groups. Give each group one of the following topics to cover: Before English, Old English, Middle English, Early Modern English, Late Modern English, or English Today. If possible, allow the students to access the related sections from the History of English web site (http://thehistoryofenglish.com/history.html ), or create handouts for each group by printing the appropriate pages from the web site. Students in each group will carefully and individually read their section, twice. The group will then discuss the main points of the section, using the Sources of English Graphic Organizer to guide their discussion. One student should record the group’s ideas. NOTE: Not every question on the graphic organizer will be applicable to every section of the web site. One person from each group will present the group’s findings to the class as a whole. Students should be encouraged to ask the presenter questions for clarification, as needed. The teacher will then lead the class in a discussion of the question, why is English so hard to spell? Once students figure out that unusual spellings are due to changes in language over time and to the influx of so many different languages, the teacher may wish to give some specific examples of hard‐to‐spell donor words, including yacht (Norwegian), Wednesday (Frisian), knife (Dutch/German), gnome (Greek), cynic (Latin), psychology (combination of Greek base and Latin suffix), Sioux (Ojibwa), and hors d’oeuvre (French). The Prezi found at http://prezi.com/cqgt2a4nplfu/why-is-english-so-hard-to-spell-20/ is a great way to review the history of the English language. Note: The teacher may wish to show only parts of some of the videos, which can be rather long. The teacher may also wish to point out some of the benefits of having English come from so many languages, particularly the rich trove of words from which to choose and the nuances that can be communicated through careful selection of synonyms. This topic will be visited in the next lesson. Finally, the teacher will ask the students to brainstorm good reasons for studying British literature. The teacher or a student volunteer will record the class’s answers on the board. Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Ticket Out the Door: On an index card, write three + three: three languages that contributed to the formation of English plus three reasons for studying British literature. CompiledbyDeniseWoods,UnionGroveHighSchool:Page6
Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Materials/ Resources Finish Early or Need Challenge Homework: Look up the etymology of three hard‐to‐spell English words and record on an index card.
If a student finishes early or needs an extra challenge (Additional reflection or application)
Read the article “How New Words Are Created” on the History of English web site (http://thehistoryofenglish.com/issues_new.html). Share five or six words featured in the article with a partner or group and explain how the words ended up in English. Extended Learning Make a list of ten words that have entered the English language in the last 10 years. Find an interesting way to present your words to your classmates—a poster, a skit, etc. What will the students need in order to learn? Access to the History of English web site (http://thehistoryofenglish.com/history.html) ‐OR‐ printed handouts of each history page: Before English, Old English, Middle English, Early Modern English, Late Modern English, and English Today. Sources of English Graphic Organizer Index cards for the Ticket Out the Door and for homework assignment CompiledbyDeniseWoods,UnionGroveHighSchool:Page7
Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
SourcesofEnglishGraphicOrganizer
Students in group: Segment (Old English, Middle English, etc.): Time period: People groups and languages covered: Significant events/impact on English: Common sounds/spellings: Representative literature: Words that remain in English today: Other important points: CompiledbyDeniseWoods,UnionGroveHighSchool:Page8
Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
British Literature Unit 1, Lesson 2 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Questions How does the author of Beowulf depict the character Grendel? How do the author’s specific word choices convey his attitude toward the character? How does the depiction of this monster compare to the depiction of a modern day “monster”? Getting students ready to learn OPENING Standards Focus Standards
ELACC12RL1/RI1: 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. ELACC12RL4: 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. Support Standards
ELACC12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELACC12L6: Acquire and use accurately general academic and domain‐specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Duration This lesson will take one to three class periods, depending on scheduling model employed.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will annotate two passages (one from Beowulf and one from a current magazine article)
to provide textual evidence of the authors’ diction as it relates to the characterization of
monsters. They will draw evidence from the texts as they collaboratively define the term
monster, list attributes of the term, and provide examples and non-examples.
Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
To begin the lesson, the teacher will show a clip depicting a movie monster or monsters. Possible clips
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
include http://www.youtube.com/watch?v=l1NJzHP26CQ (“Top Ten Movie Monsters – Movie
Creature List,” 4:50), http://www.youtube.com/watch?v=5guMumPFBag (Pacific Rim trailer, 2:31),
and http://www.youtube.com/watch?v=vIu85WQTPRc (Godzilla trailer, 2:32).
After students watch the clip, the teacher will introduce questions for student discussion: What do we
think of when we hear the term monster? How are monsters depicted in popular culture? What kind of
reactions do people have to monsters?
Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction:
After the discussion, the teacher introduces the story of Beowulf and points out that, unlike a film
director, a writer cannot depend on visual information to convey his/her ideas to the audience but must
depend entirely on words and their effect on the reader’s imagination. The teacher reads aloud just the
first few lines of Beowulf and provides examples of word choices that characterize Grendel (e.g.
“powerful monster,” “growled with pain,” “impatient.”) Using terms like diction, denotation and
connotation, the teacher models how to analyze the author’s word choices. A helpful SlideServe
presentation is available at http://www.slideserve.com/Gabriel/analyzing-diction.
WORK SESSION
Releasing students to do the work
Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
Students will individually read the first two sections of Beowulf. As they read, they will either highlight
words and phrases used by the author to convey his attitude toward Grendel or they will use the left
column of the graphic organizer to record this information. Students must identify at least TEN words
or phrases that characterize Grendel. After completing the reading, they will work in pairs to identify
and record the denotations and connotations of the selected words. Using the information gathered, they
will analyze the author’s word choices to determine his attitude toward the character.
Pairs of students will share their findings with the class, and the teacher will provide feedback and
answer questions about the process.
Next, students will individually read a newspaper or magazine article from Galileo, SIRS, or another
database about a modern-day “monster.” Recommendations include “A Monster Freed To Rape and
Kill... But Report Says No One Is To Blame” by Victoria Allen, Daily Mail, June 11, 2014; “’Monster’
to Spend Life Behind Bars” by Cheryl Wetzstein, The Washington Times, May 16, 2013; and “Jahar's
World” by Janet Reitman, Rolling Stone, August 1, 2013. (The last is a lengthy article; it may be
assigned to students in need of more challenging reading or excerpts may be used.) As students read,
they will identify and either highlight or record the author’s word choices as applied to the “monster.”
Students will work individually to identify and record denotations and connotations and analyze the
author’s attitude toward the “monster.”
The teacher will explain the Frayer model graphic organizer. Together the class will list examples and
non-examples, which students will enter on the organizers.
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
Materials/ Resources Finish Early or Need Challenge CLOSING
Helping students make sense of their
learning
Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Students will submit the annotated reading passages or the graphic organizer showing their analysis of
author word choice for the two reading passages.
Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: Students will complete the Frayer model graphic organizer by listing
characteristics and creating a definition of the term monster.
If a student finishes early or needs an extra challenge (Additional reflection or application)
“Jahar's World” by Janet Reitman, Rolling Stone, August 1, 2013 is a lengthy article; it may be assigned
to students in need of more challenging reading. Alternatively, students may be asked to locate their
own nonfiction text about a modern-day “monster.”
What will the students need in order to learn? Beowulf Newspaper or magazine article about modern‐day “monster” Highlighter and/or Monster Note‐Taking Graphic Organizer Frayer Model Graphic Organizer CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
Monster Note Taking Graphic Organizer
Grendel (from Beowulf)
Word or phrase:
Denotation(s):
Connotation(s):
Modern “Monster”
Word or phrase:
Denotation(s):
Connotation(s):
Analysis:
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Department of Learning and Leadership Services
English/Language Arts
Zackory Kirk, Ed. D., Coordinator
DEFINITION CHARACTERISTICS
MONSTER
EXAMPLES CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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NON‐EXAMPLES
British Literature Unit 1, Lesson 3 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Questions What is an epic hero? How does the author use figurative language to successfully convey meaning in Beowulf? Standards Focus Standards
ELACC12RL4: 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. ELACC12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Getting students ready to learn OPENING Support Standards
ELACC12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC12L3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. ELACC12L5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings. ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Duration This lesson will take several class periods, depending on scheduling model employed and the pace
at which students are assigned to read Beowulf.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will locate, identify, and analyze the effectiveness of figurative language used in Beowulf by completing a graphic organizer.
Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The teacher will show a clip of a movie hero. The movieclips.com site has many choices, including: http://movieclips.com/dWiD-captain-america-the-first-avenger-movie-trailer-1/ (2:29) Captain America trailer http://movieclips.com/vK8G-captain-america-the-first-avenger-movie-is-this-a-test/ (0:47) Shorter version of above clip, focusing on character’s willingness to sacrificed himself for the safety of others http://movieclips.com/Hhxe-the-lord-of-the-rings-the-return-of-the-king-movie-the-witch-king/ (0:44) Lord of the Rings clip in which a woman and a hobbit attack the murderous witch king http://movieclips.com/6txm2-backdraft-movie-thats-my-brother/ (2:31) Firefighters rescuing an CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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injured colleague http://movieclips.com/VrcLd‐beverly‐hills‐cop‐3‐movie‐the‐spider‐rescue/ (2:10) Police rescuing kids
After students watch the clip, the teacher will introduce questions for student discussion: What does it mean to be a hero? How are heroes depicted in popular culture? Is there a difference between a movie hero and a real‐
life hero? Who are your heroes? Alternatively, the teacher may wish to show multiple clips and discuss the similarities and differences in the depiction of heroes. Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: The teacher will review the literary term “epic” (which should have been learned in an earlier course) and remind students of epic heroes they have encountered in the past, e.g. Odysseus. The teacher will define epic hero (a larger‐than‐life hero who embodies the values of a particular society) and explain the characteristics of an epic hero. (A helpful SlideShare presentation is available at http://www.slideshare.net/sofiafeist/epic‐hero‐characteristics to review these characteristics. The Characteristics of an Epic Hero Graphic Organizer distributed to the students later in the lesson includes more characteristics than are given in the SlideShare presentation, so the teacher will need to add his or her own explanations to the SlideShare.) The teacher also will review specific figurative language students should look for as they continue their reading of Beowulf, e.g. metaphor, simile, hyperbole, personification, imagery, onomatopoeia, alliteration. The Prezi presentation at http://prezi.com/5yeqs‐jbidfs/figurative‐language/ is one way to review these literary terms. The teacher may wish to review figurative language on a different day than the epic hero presentation. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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WORK SESSION
Releasing students to do the work
Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
Students will continue a close reading of Beowulf, focusing on the language choices made by the author to characterize Beowulf, as well as indications of Beowulf’s role as an epic hero. If the teacher wishes to continue exploring the denotation and connotation of words, he or she may wish to adapt the Monster Note‐Taking Graphic Organizer from the previous lesson for students to use as they continue to examine the author’s word choices, this time as they apply to the hero of the story. Alternatively, the teacher may use the Beowulf Figurative Language Graphic Organizer to assist the students in identifying and analyzing figurative language used in the story. The graphic organizer can be used by individuals, pairs or groups as the students read. To model the use of the graphic organizer, the teacher could use line 19 of the text, entering the following: Column 1: “He [Grendel] was spawned in that slime” (19) Column 2: imagery, alliteration Column3: The author could have literally stated “Grendel was born in a swamp,” but the line is more effective because it adds information about the swamp: the words spawned and slime have negative connotations; slime appeals to the senses of touch and sight; and the alliteration of the repeating initial S sound is rhythmic. The following are additional examples of figurative language in Beowulf:  Line 58: “Hate had triumphed”  Line 63: “…sorrow heaped at his door”  Lines 64‐65: “His [Hrothgar’s] misery leaped/The seas”  Lines 87‐88: “sat in secret sessions”  Lines 106‐107: “agony hung on king and people alike”  Lines 158‐159: “death was my errand and the fate they had earned”  Lines 181‐182: “Grendel will carry our bloody/Flesh to the moors, crunch on our bones…” After the students have read a section of Beowulf, the teacher will direct them to complete at least the first three rows of the Beowulf Figurative Language Graphic Organizer. The teacher will informally assess student comprehension of figurative language by checking the graphic organizers at students’ desks and providing verbal feedback. If necessary, concepts of figurative language and analysis may be re‐taught. Once students are on the right track, the teacher will instruct them to complete the graphic organizer. The teacher may choose to have students share their findings with the class or to turn in the completed graphic organizers for formal assessment. As students continue to read and discuss Beowulf, the teacher will introduce the writing assignment for the fifth lesson: writing an essay that demonstrates Beowulf meets the qualifications for an epic hero. (Details will follow in lesson five.) The teacher will distribute the Characteristics of an Epic Hero Graphic Organizer for students to use to identify and record evidence from the text that shows Beowulf possesses characteristics of an epic hero. For each characteristic, the student will record evidence from the text in the form of quotations or paraphrases. In addition, in the Analysis column the student will enter an explanation of how the evidence supports the claim that Beowulf possesses the characteristic. This graphic organizer will be used in lesson five when students actually write the essay. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CLOSING
Helping students make sense of
their learning
Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Students will complete the Beowulf Figurative Language Graphic Organizer. Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: If a student finishes early or needs an extra challenge Materials/ Resources Finish Early or Need Challenge (Additional reflection or application)
In Anglo Saxon culture it was considered perfectly natural to boast of one’s exploits, rather like a verbal resume. For example, Beowulf boasts of his feats in lines 265‐314 in response to Unferth’s criticism. Students will write a formal boast about themselves in which they tell of their family background, their deeds and accomplishments (academic, athletic, musical, social, artistic, etc.), outstanding character traits, and plans for their future. Students should keep in mind that traditional boasts are based in reality—the hero has actually accomplished what he has claimed. In order to mimic Anglo Saxon poetry, the boast will comprise 10‐20 lines, with four strong beats per line, no end‐rhyme, heavy alliteration, and the use of at least two original kennings. What will the students need in order to learn? Beowulf text online and in print Beowulf Figurative Language Graphic Organizer Characteristics of an Epic Hero Graphic Organizer CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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BeowulfFigurativeLanguageGraphicOrganizer
Quotation and Line Type(s) of Figurative Number Language Analysis (How is the language effective in conveying the author’s meaning?) CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CharacteristicsofanEpicHeroGraphicOrganizer1
Characteristic
Evidence(quoteor
paraphrase)
YourAnalysis
Introduced in midst of turmoil Superhuman—braver, stronger, smarter Embodies values of culture On a quest for something of great value Encounters superhuman villains Achieves or maintains position of leadership in society Possesses human weakness, although partly divine or favored by the divine Possesses distinctive weapons Struggles for a noble cause Must surmount many obstacles Helped by allies/companions, although victory ultimately depends on him 1
NOTE: Beowulf may not display all the characteristics of an epic hero. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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British Literature Unit 1, Lesson 4 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Question What is a hyphen, and how is it correctly used? Standards Focus Standard
ELACC12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. a. Observe hyphenation conventions. Support Standard
Getting students ready to learn OPENING ELACC12RL4: 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. Duration This lesson will take one to two class periods, depending on the scheduling model used and
whether the teacher includes optional instruction and activities related to kennings.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will correctly hyphenate a paragraph. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The teacher writes the term “sky‐candle” (from Beowulf) and asks students to speculate on its meaning. The teacher may want to use a visual to illustrate the meaning. Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: The teacher explains that Anglo‐Saxon literature, in general, and Beowulf, in particular, is replete with a type of figurative language called a kenning. The kenning “sky‐candle” in Beowulf refers to the sun. (The teacher has the option to provide additional instruction about kennings and may wish to use the Kennings handout.) The teacher asks the students to identify the punctuation used in sky‐candle. Noting that one use of the hyphen is to put together two different words to make one term, as happens in sky‐candle, the teacher begins to discuss the use of hyphens in today’s English. Rules and explanations of hyphen usage can be found in numerous textbooks, as well as at the following sites: http://www.grammarbook.com/punctuation/hyphens.asp Thorough explanation https://owl.english.purdue.edu/owl/resource/576/01/ Straightforward; also covers hyphenating at ends of lines http://www.quickanddirtytips.com/education/grammar/hyphens?page=all Less thorough, more informal CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
The following exercise was shamelessly stolen from “Lesson Plan: When to Use a Hyphen” by Trent Lorcher (http://www.brighthubeducation.com/high-school-english-lessons/20208-when-to-use-a-hyphen-lesson-plan/). 1. Write a paragraph on the board or project one on to the board. 2. Give each student a hyphen, easily constructed by drawing a small line on a chunk of paper with tape or a magnet on the back. 3. Instruct students to come up one by one and insert hyphens in the paragraph. WORK SESSION
Releasing students to do the work
4. Be sure to tell them that two hyphens = one dash. 5. Make your own paragraph or try mine (Lorcher’s): The Peruvian Iguana the best loved animal of the South American jungle survives by eating the bark of a weeping willow. Oak, walnut, beech those are its secondary foods. One year I'm pretty sure it was pre Argentina winning the World Cup a Peruvian Iguana ran for president of the jungle and narrowly defeated Pele and Maradona and became president elect of the greater Peruvian jungle. The election on account of a little known clause preventing Iguanas and other amphibious like creatures from becoming president elect of a South American jungle is still argued about fifty three and one fourth year later. The teacher reviews the correct use of hyphens and dashes in the paragraph, as follows: The Peruvian Iguana—the best‐loved animal of the South American jungle—survives by eating the bark of a weeping willow. Oak, walnut, beech—those are its secondary foods. One year—I'm pretty sure it was pre‐Argentina winning the World Cup—a Peruvian Iguana ran for president of the jungle and narrowly defeated Pele and Maradona and became president‐elect of the greater Peruvian jungle. The election—on account of a little‐known clause preventing Iguanas and other amphibious‐like creatures from becoming president‐elect of a South American jungle—Is still argued about fifty‐three and one‐
fourth year later. In pairs or small groups, students practice hyphenating using the Hyphenation Practice handout. Students should be prepared to defend their decisions, that is, to explain why they chose to place hyphens where they did. After class review of the correct answers to the Hyphenation Practice handout, students individually will write a paragraph in which they correctly use at least five hyphens, including at least one compound adjective, at least one prefix joined to a capitalized word, and at least one compound number. The teacher may allow the students to select a topic of their choice for the paragraph or may assign a topic. Students will swap paragraphs with a partner for peer review and make corrections as necessary. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CLOSING
Helping students make sense of their
learning
Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Students submit corrected paragraphs. Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: If the teacher has opted to study kennings, students may be assigned the Kennings handout to complete at home. Materials/ Resources Finish Early or Need Challenge If a student finishes early or needs an extra challenge (Additional reflection or application)
Kennings handout—students answer questions about 10 modern kennings and create five of their own. Extended Learning Additional hyphenation exercises can be found at the following sites: http://www.write.com/writing‐resources‐articles/general‐writing/punctuation/use‐of‐hyphens‐2/use‐of‐
hyphens‐worksheet/ http://www.grammarbook.com/grammar_quiz/hyphens_1.asp Interactive on‐line quiz covering between‐
word hyphens; three other hyphen quizzes are also available from this site. What will the students need in order to learn? Hyphenation Practice handout Kennings handout (optional—may be used with all students or for extended learning) CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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HyphenationPractice
Insert hyphens where needed in the following sentences. NOTE: Some sentences may not require any hyphens.
1. My sister in law came over to visit last night.
2. I just realized that I have twenty seven cousins on my mom’s side.
3. Three fourths of them live in Wisconsin.
4. The catch all drawer in our kitchen really needs to be cleaned.
5. Mom gave me a don’t even think about it look.
6. I heard that seven foot doctors were meeting today to discuss athlete’s foot.
7. Those are her can’t catch me shoes.
8. I went out to dinner with my mother in law last night.
9. We invited thirty seven or thirty eight people to the barbecue.
10. I saw a six inch worm on the sidewalk.
11. The bride to be looked nervous when she walked down the aisle.
12. I have a brother in law who travels overseas all the time.
13. There are forty eight people in line to buy tickets right now.
14. Seven eighths of the puppies are black and white.
15. The queen’s lady in waiting stood in the background waiting for orders.
From http://www.proprofs.com/quiz‐school/story.php?title=Section‐N‐‐Hyphen‐practice CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Kennings
A kenning is a literary device in which a poetic phrase substitutes for a noun. In the best kennings, one element of the phrase will create a striking, unexpected comparison. Often used in Anglo‐Saxon poetry and especially in Beowulf, a kenning provides powerful imagery that would help the audience focus on the words of the scop, or poet telling the story. A kenning also allows the scop some variety, so words don’t become overused. Finally, Anglo‐Saxon poetry depended heavily on alliteration, and some kennings provided additional alliteration. Here are examples: sky‐candle (the sun) helmet bearers (warriors) swan‐road (the sea) giver of gold (king) stout‐hearted (brave) earth‐hall (burial mound, barrow) battle sweat (blood) dwelling place (home) light‐of‐battle (sword) storm of swords (battle) When we translate these kennings from Anglo‐Saxon, they lose some of their poetic quality because the sound changes. For example, the alliteration may disappear. Listed below are some modern kennings. Can you find examples of striking imagery, alliteration, consonance, rhyme, and assonance among them? Can you identify the concept each kenning represents? 1. gas guzzler 2. headhunter 3. muffin top 4. rug rat 5. land line 6. eye candy 7. cancer stick 8. boob tube 9. couch potato 10. tramp stamp Can you create at least 5 kennings of your own? Be sure to include poetic qualities. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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British Literature Unit 1, Lesson 5 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Question How does the author depict Beowulf as an epic hero? Standards Focus Standard
ELACC12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. ELACC12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. Getting students ready to learn OPENING Support Standards
ELACC12RL1/RI1: 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. ELACC12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Duration This lesson will take one to three class periods, depending on scheduling model employed and the
extent to which students will work on their essays outside of class.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will write an essay that demonstrates comprehension of the characteristics of an epic hero. They will draw evidence from the text to support their analysis. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The teacher will show a video of a rap version of Beowulf. Several are available, including http://www.youtube.com/watch?v=Np2‐XtDUkrY (by Danny Killops) and http://www.youtube.com/watch?v=qzhFxpvq86Q (by henrysvideos). The videos are a fun way to review the main points of the story. Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: Once students have completed their close reading of Beowulf, the teacher will present details for the writing assignment: Write an essay using textual evidence to demonstrate that Beowulf meets the qualifications for an epic hero. The essay must consist of an introduction with a clear thesis, body paragraphs detailing at least three characteristics of an epic hero, and a conclusion. For each characteristic the writer will make a claim, support the claim with evidence from the story in the form of quotations and/or paraphrases, CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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and provide an explanation of how the evidence proves the claim. The teacher may wish to provide an example of an introduction. The following is one example: To some people a hero is a sports figure, or the guy on the evening news who stopped a robbery in progress, or the grandmother who raised five children and three grandchildren on the wages of a school janitor. Cultures around the world have admired certain people as heroes—those who are faster, stronger, wiser, in some way better than the common man. The Anglo Saxon culture of the 9th century praised one such epic hero, the title character in the epic poem “Beowulf.” Beowulf shows himself to be an epic hero because he is larger than life, he must accomplish extraordinarily difficult tasks on his own, he exemplified the values of the Anglo Saxon society, and he assumes a role of true leadership for his people. The teacher may also wish to review the process of writing an essay, including preplanning, drafting, revising, and editing. CLOSING
Helping students
make sense of their
learning
WORK SESSION
Releasing students to do the work
Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
Students will use the Characteristics of an Epic Hero Graphic Organizer (begun in lesson three) to provide evidence and analysis for their essay. They will write a thesis statement, create an outline and confer with the teacher before proceeding to draft the essay. Once the draft of the essay has been written, students will meet in small groups for peer editing. Students will use the Beowulf as Epic Hero: Peer Editing Checklist to assist them in reviewing one another’s essays. Based on peer feedback, students will edit and revise their essays. Differentiation: Weak writers may benefit from additional scaffolding. The handout titled “Beowulf as Epic Hero: Outline and Checklists” is intended to break down the writing process for those students who need additional support. On the other hand, more advanced writers or those with a strong interest in mythology may prefer the alternate assignment given in the Extended Learning section of this lesson plan. Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
The students will submit their essay on the characteristics of an epic hero as depicted in Beowulf. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: Finish Early or Need Challenge If a student finishes early or needs an extra challenge (Additional reflection or application)
Extended Learning Advanced students or those with a strong interest in mythology may be given an alternate assignment that will require additional research: In literature, an archetype is a typical character, theme, symbol, action or situation that seems to represent a universal pattern of human nature. Swiss psychologist Carl Jung argued that the root of an archetype is in the “collective unconscious” of mankind, i.e. the experiences shared by a race or culture, including love, religion, death, birth, life, struggle, survival, etc. Research archetypes. Then write an essay in which you compare and contrast an archetype in Beowulf to the same archetype in another work of literature or mythology. For example, you could compare a villain in Beowulf to Medusa from Greek mythology or Seth from Egyptian mythology. Materials/ Resources What will the students need in order to learn? Beowulf text online and in print Characteristics of an Epic Hero Graphic Organizer Beowulf as Epic Hero: Peer Editing Checklist Beowulf as Epic Hero: Outline and Checklists (optional, for students needing additional scaffolding) Ability to research archetypes (optional, for Extended Learning alternate assignment) CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CharacteristicsofanEpicHeroGraphicOrganizer2
Characteristic
Evidence(quoteor
paraphrase)
YourAnalysis
Introduced in midst of turmoil Superhuman—braver, stronger, smarter Embodies values of culture On a quest for something of great value Encounters superhuman villains Achieves or maintains position of leadership in society Possesses human weakness, although partly divine or favored by the divine Possesses distinctive weapons Struggles for a noble cause Must surmount many obstacles Helped by allies/companions, although victory ultimately depends on him 2
NOTE: Beowulf may not display all the characteristics of an epic hero. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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BeowulfasEpicHero:PeerEditingChecklist
Peer editor’s signature__________________________________________
Date__________________________ 
UNDERLINE parts that you find particularly effective or well written. 
Do you understand what is written? What is unclear, CIRCLE. Then write what your question is. 
Put PARENTHESIS around spelling errors and grammatical errors, then draw a line to the margin and write correction there. 1. Does the first sentence of the introduction have a catchy hook that makes you want to read on? 2. Does the writer give sufficient background information in the introduction? 3. Does the thesis statement tell you (1) that Beowulf is an archetypal epic character, and (2) list three or more characteristics? 4. Does the first body paragraph have a topic sentence that states one of Beowulf’s epic characteristics? 5. Does the first body paragraph start off with a transitional word or phrase (such as first, second, next, another, finally)? 6. Does the first body have sufficient explanation, examples, or elaboration? (Several sentences) 7. Does the second body paragraph have a topic sentence that states one of Beowulf’s epic characteristics? 8. Does the second body paragraph start off with a transitional word or phrase (such as first, second, next, another, finally)? 9. Does the second body have sufficient explanation, examples, or elaboration? (Several sentences) 10. Does the third body paragraph have a topic sentence that states one of Beowulf’s epic characteristics? 11. Does the third body paragraph start off with a transitional word or phrase (such as first, second, next, another, finally)? 12. Does the third body have sufficient explanation, examples, or elaboration? (Several sentences) 13. Does the conclusion wrap up the essay without giving new characteristics or information? 14. Does the conclusion restate the thesis statement in a different way (by explaining that Beowulf is an epic hero and listing his characteristics)? 15. Are the characteristics in the same order in the introduction, body paragraphs, and conclusion? CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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BeowulfasEpicHero:OutlineandChecklists
PRE‐WRITING
STEP ONE: Analyze the writing prompt. Is the purpose to describe, persuade, inform, narrate, or entertain? Who will read your essay? What is the topic? Think of your thesis statement.
STEP TWO: To organize your thinking and gather support for your details, fill in the graphic organizer with specific examples from Beowulf. Then, star the characteristics (three minimum) for which you can write the best descriptions. Write numbers to the side to show the strongest arguments.
STEP THREE: Outline I. Introduction: Hook and background information.
Thesis statement: ___________________________________________________ __________________________________________________________________
II. Body: Characteristic 1. ___________________________________________________
a. Evidence
b. Analysis
III. Body: Characteristic 2. ___________________________________________________
a. Evidence
b. Analysis
IV. Body: Characteristic 3. ___________________________________________________
a. Evidence
b. Analysis
V. Conclusion: Wrap up. Refer to thesis again.
DRAFTING
STEP FOUR: Write your introduction.
Hook: This is a catchy sentence such as a question, quotation, anecdote, insightful statement, definition, fact or figure, or reference to a famous person. Its purpose is to entice your reader to read on.
Background Information: What does your reader need to know so he or she can understand your thesis statement and the content of your essay? We suggest writing two to four sentences.
Thesis statement: This is the main idea of the essay and is usually one sentence. It is a restatement of the subject of the writing prompt explaining your reasons or details in the order you will write about them in your essay. STEP FIVE: Write your body paragraphs and conclusion, following your outline.
EDITING/REVISION
STEP SIX: Self‐edit your rough draft using the following questions to help you.
1. Does the introduction have a hook that catches the reader’s attention? Circle the hook.
2. Does the introduction include background information? Draw a box around the background information. 3. Is there a thesis statement in the introduction? Does it contain the subject (Beowulf is an epic hero) and the characteristics (at least three)? Underline the thesis statement. Number the characteristics. 4. Does your first body paragraph contain a general topic sentence listing the characteristic? Does your topic sentence contain a transitional word or phrase? Do you give sufficient explanation, elaboration, and/or examples? Star the CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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topic sentence listing the characteristic. Draw a box around the examples, elaboration, and explanation. Circle the transition word or phrase. 5. Does your second body paragraph contain a general topic sentence listing the characteristic? Does your topic sentence contain a transitional word or phrase? Do you give sufficient explanation, elaboration, and/or examples? Star the topic sentence listing the characteristic. Draw a box around the examples, elaboration, and explanation. Circle the transition word or phrase. 6. Does your third body paragraph contain a general topic sentence listing the characteristic? Does your topic sentence contain a transitional word or phrase? Do you give sufficient explanation, elaboration, and/or examples? Star the topic sentence listing the characteristic. Draw a box around the examples, elaboration, and explanation. Circle the transition word or phrase. 7. Does your conclusion refer back to the thesis? Underline the thesis. 8. Recheck the order of characteristics. Are the characteristics listed in the same order in your thesis and body paragraphs? Number the characteristics in your body paragraphs. Number the characteristics in your conclusion. If the order is not 1‐2‐3, 1‐2‐3, 1‐2‐3, reorganize. STEP SEVEN: Peer edit. Exchange papers and have someone read and evaluate your writing. Editing MUST be done before the final draft! STEP EIGHT: Based on peer review, revise your essay. Correct punctuation, spelling, grammar, and other obvious errors. Rewrite your text as needed to more effectively convey your ideas.
CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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British Literature Unit 1, Lesson 6 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Question How is violence represented in literature? Getting students ready to learn OPENING Standards Focus Standards
ELACC12RL1/RI1: 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. ELACC12RL2/RI2: Determine two or more themes or central ideas of text and analyze their development over the course of the text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text. ELACC12RL10/RI10: By the end of grade 12, read and comprehend literature, including stories, dramas, and poems, and literary nonfiction in the grades 11‐CCR text complexity band independently and proficiently. Support Standards
ELACC12W9: Draw evidence from literary or informational texts to support analysis, reflection, and research. ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. ELACC12RL6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). Duration This lesson will take several class periods, depending on scheduling model employed, the pace of
reading assignments, and teacher choice regarding reading selections.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will have annotated a reading packet and completed the “Close Reading Graphic Organizer” or a graphic organizer of their own design for each of the readings in the packet. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The teacher will present images of violence, available as a PowerPoint presentation with this lesson plan (Violence Photo Album). The teacher should not identify the subject of the slide show (violence) until the discussion with students. He or she either can show the entire slide show and then begin a discussion with students, or discuss each image one at a time. Alternatively, or additionally, the teacher may present the following video, which takes a more light‐hearted view toward the subject: http://www.youtube.com/watch?v=bAC4Nvb2f0M (“Graphic Violence: Fighting with CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Street Art”). Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: The teacher will lead a discussion of the slide show, asking questions like, What struck you about the images? What do the images have in common? (Students should be able to identify the common theme of violence.) What attitudes toward violence are represented by the images? How do the artists convey their attitudes toward violence? The teacher may wish to show some of the images again to allow students to identify details that express tone. The teacher will then ask students to identify instances of violence in Beowulf. What is the author’s attitude toward violence? What textual evidence can you provide to indicate the author’s attitude? The teacher or a student volunteer can record student responses. Finally, the teacher will introduce the reading packets on violence in literature. Using the “Philosophy” article from Violence in America (available with this lesson plan), the teacher will model close reading techniques. This may be the students’ first exposure to academic‐style writing, so the teacher should plan to spend significant time and effort on this article. (The Lexile score is on the high end of the text complexity band.) The teacher may wish to use “While You Read: Strategies for Close Reading” as a handout or to project during his/her explanation. The following tips from “Five Close Reading Strategies To Support the Common Core” by Court Allam (http://iteachicoachiblog.blogspot.com/2012/06/five‐simple‐close‐reading‐strategies.html) may be helpful also:
1. Number the paragraphs or stanzas in the left hand margin to be able to cite and refer to the text. 2. Chunk the text into related paragraphs by drawing a horizontal line between paragraphs to divide the page into smaller sections. On the first few readings, the teacher may need to assist students with chunking. 3. Underline and circle, based on what information students need to take from the specific text. For this first article, students should circle key terms and underline claims. 4. Summarize each chunk in the left margin. 5. Dig deeper into the text in the right margin. This is where the students can use the annotations in the “While You Read: Strategies for Close Reading” chart, as well as ask questions and draw pictures to represent the information. The teacher should model how to ask questions that dig deeper into the text. This is also where students can note connections to other texts (Beowulf, for example), historical examples, or personal examples. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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WORK SESSION
Releasing students to do the work
Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
Activity one: After the teacher models close reading with the first section of the “Philosophy” article, students will work in pairs or small groups to complete reading and annotating the article. The “Philosophy” article provides a framework for considering the definition of violence, types of violence, and the morality of violence. Students will use this framework in their consideration of the EQ for this lesson, How is violence depicted in literature. Once the pairs or groups have finished their annotation, the teacher will lead the class in sharing and discussing their notes. The teacher or a student volunteer may record key terms, main points, questions, etc. the class has generated. Students will use the Close Reading Graphic Organizer or create a graphic organizer of their own to organize their notes, not only for this text but for the other assigned texts as well. Activity two: In groups or pairs, students will discuss how violence is depicted in Beowulf. Their discussion will include the following questions: Who uses violence? Why? What are the root causes of the violence? Is there any other way to stop Grendel? Activity three: The teacher will assign reading packets. Students will closely read each text in the packet, annotate the text, and complete a graphic organizer. As students read, they should consider the following questions. These questions can also be used for in‐class discussions. How do writers depict violence? How do they convey their own attitudes and morals regarding violence? Has the depiction of violence and attitudes toward violence changed over time? How does culture impact the depiction of violence? Why are people violent? Why do people run towards a fight? How does violence affect the perpetrator? The recipient? Reading packets may be differentiated based on student readiness (e.g., reading ability) and student interest. Student discussion groups will be based on the readings assigned. It is recommended that reading packets contain, at a minimum, a non‐fiction article, a poem, and a short story or excerpt from a novel or play. In addition, the teacher may wish to include one of the artworks from the slideshow or a known masterpiece such as Artemisia Gentileschi’s “Judith Slaying Holofernes” or Pablo Picasso’s “Guernica” for additional analysis and discussion. Although the accuracy of Lexile scores in measuring textual complexity is subject to debate, Lexile scores for each of the texts is given below to aid in the teacher’s selection process. The scores are derived from the official Lexile site (www.lexile.com), either as reported scores or by using the Lexile Analyzer. As a reminder, the Common Core standards call for a text complexity band in the 1185‐1385 Lexile range for 11th and 12th grade. Non‐fiction articles: http://www.kqed.org/arts/multimedia/article.jsp?essid=122671 “Artists Who Confront Violence” by Christian L. Frock (1310L) http://www.visualnews.com/2011/12/27/fear‐less‐art‐on‐south‐african‐violence/ “Fear.Less: Art on South African Violence” by Benjamin Starr (predominantly images, 1270L) http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2438595/ “Gun Control in the UK—Still a Matter for Debate” by David Sharp (1380L) CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CLOSING
Helping students make sense of their
learning
http://www.nytimes.com/2014/04/01/nyregion/an‐8th‐grader‐a‐gun‐and‐a‐bus‐rider‐in‐the‐way.html “An Eighth Grader, A Gun and a Bus Rider in the Way” by Vivian Yee in The New York Times (1230L) Poetry: http://www.poetryfoundation.org/poem/175584 “Porphyria's Lover” by Robert Browning (1070L) http://www.poetrysoup.com/famous/poem/527/hawk_roosting “Hawk Roosting” by Ted Hughes (590L) http://the‐fast‐track.blogspot.com/2006/10/poem‐of‐week‐jaguar‐by‐ted‐hughes.html “The Jaguar” by Ted Hughes (920L) http://www.poetryarchive.org/poem/pike “Pike” by Ted Hughes (910L) Short story / excerpts: http://beautynthebeast.weebly.com/the‐tigers‐bride‐by‐angela‐carter.html “The Tiger’s Bride” by Angela Carter (1140L) (Some sexual content) http://www.online‐literature.com/shakespeare/othello/16/ Act V, Scene ii of Othello by William Shakespeare (770L according to the Lexile.com analyzer, but I’m not buying it!) http://www.learnlibrary.com/jekyll‐hyde/jekyll‐hyde_1.htm Chapter 1, “Story of the Door,” from The Strange Case of Dr. Jekyll and Mr. Hyde by Robert Louis Stevenson (1040L) http://www.gutenberg.org/files/84/84‐h/84‐h.htm Chapters 5 and 16 of Frankenstein by Mary Shelley (1040L) Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Students will complete a graphic organizer for each of the readings in the packet. Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: After reading “Philosophy” from Violence in America, students will construct a Frayer model for the term violence, comprising examples, non‐examples, characteristics, and a definition. The teacher will determine the extent to which reading of the packet is conducted outside of class time.
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Materials/ Resources Finish Early or Need Challenge If a student finishes early or needs an extra challenge (Additional reflection or application)
Students may use the in‐depth web site of Columbine High School Shooting Details at http://www.acolumbinesite.com/event/index.html to read through primary and secondary source documents and write a reflection on the causes of the violence at Columbine and the appropriate response to the violence. Extended Learning John Quincy Adams long ago urged that American foreign policy should be based on the principle that she goes not abroad in search of monsters to destroy.” Who was John Quincy Adams? What did he mean? How does his remark relate to the concept of institutional violence? Do you agree or disagree with him? What evidence do you have to support your point of view? What will the students need in order to learn? Reading packet, including the “Philosophy” article from Violence in America, included with this lesson plan Highlighters and/or post‐its Close Reading Graphic Organizer or a graphic organizer of their own creation CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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From State University of New York: Empire State College (http://www.esc.edu/online‐writing‐center/resources/critical‐reading‐writing/general‐
reading/strategies‐for‐close‐reading/) WhileYouRead:StrategiesforCloseReading
Understanding a work that is challenging requires a close reading—one in which we make decisions about what the text means as we read it, keep track of the author’s ideas and points, and connect these new ideas with what we already know. Marking up the text while we read facilitates this process. Here are some suggested marks for things you should look for while you are reading (but you should try to think of your own): Lookfor...
Markitwith...
The main question or issue in each chapter or section “main” Fundamental concepts and their explanations or descriptions highlighting / underlining Important conclusions (You may use more than one to rank the importance) * /  / 1, 2, 3 … Unclear or confusing parts, faulty logic “Q” / ? Unknown vocabulary circle Supporting data or information used as evidence “evidence” / “ev” Author voicing an opinion “viewpoint” / “VP” Problematic assumptions being made “problematic” / “prob” Greater implications of the argument or discussion “implication” / “impl” You may also keep track of your own ideas as you are reading in a separate journal or on the blank pages or half pages of the book. Making diagrams to visualize how the important ideas are related is also a helpful technique. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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CloseReadingGraphicOrganizer
Name: _________________________ Title: _________________________________ Author: _________________ Text Citations Notes (paragraph #) Key Terms Main Ideas by Section Connections Questions / Problems Vocabulary CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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From Violence in America: An Encyclopedia, Ronald Gottesman, Editor in Chief Philosophy
Violence, as usually defined, involves intentional injury of a serious nature by one entity against an‐
other. Beings or forces that do not have intentional states cannot actually inflict violence. Thus, when we speak of a violent storm or an animal turned violent, we are speaking metaphorically. It is also the prevailing view among theorists that violence involves coercion but that not all coercion is violent; similarly, violence involves the infliction of pain, but not every painful act is violent. Thus, coercion and the infliction of pain are neither necessary nor sufficient for the existence of violence. Denying that intentional injury is a necessary condition for violence greatly increases what can be considered violence. Unintentional bodily movement that results in injury—say, when a car steered by a driver having a seizure strikes a pedestrian—would qualify as violence; so, too, would behaviors by nonhuman animals that result in significant injuries. To those theorists of violence who view intentionality as essential to its definition, widening the definition in this way robs violence of any clear meaning. TypesofViolence
Individual and Collective Violence. Although the adjective violent is commonly applied both to individuals— "Dirty Harry is a violent man" — and to groups— "the Ku Klux Klan is a violent organization," theorists of a school called methodological individualism emphasize the distinction between the group and its constituent individuals (Brodbeck 1968), while critics of this school emphasize the nature of the group itself (Held 1972; McGary 1991). Under what conditions is it valid to call a group violent—must each and every member of the group have acted in a violent manner, or only some of them? A group with a clearly stated commitment to violence, in which all of its members condone violence, can reasonably be described as a violent group: even if some members never commit an act of violence, they are connected to such acts by their solidarity with members of the group who do behave violently. Where a group's commitment to violence is ambiguous, however, a methodological individualist can reasonably argue that we should not apply the term violent to the group as a whole, but only to members who have acted violently or condoned the violence. Psychological Violence. Another source of theoretical controversy is the question of whether acts other than physical acts should be described as violent (Barcalow 1994). For instance, we might say that "Sally shook Timothy in a violent way"; we might also say that "John speaks to his wife in a psychologically violent way." Some prominent feminist theorists have pointed to the legal and moral consequences of failing to recognize psychological violence as violence (Gillespie 1989). They believe that this failure places women at risk of harm not experienced by men (Bell 1993). African American theorists have made similar arguments about the psychological violence brought on by a prolonged system of racial oppression (McGary 1997). The critics of the notion of psychological violence recognize that mental distress is a serious matter and that people can intentionally or predictably cause serious harm by inflicting such distress on their victims, but in the legal context they believe that juries are correct when they are reluctant to excuse physical violence committed in response to psychological violence. For example, in murder trials juries have not responded favorably to mentally abused women who have claimed that they acted in self‐
defense when they killed their abusive husbands. However, these jurors do find that such abuse might justify less drastic measures. But even the more radical ethical and legal theorists who accept that psychological abuse can justify an individual's using physical violence to end that abuse are reluctant to CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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accept this self‐defense plea when the abuse is brought on by social institutions and practices. An example of such abuse is a subtle and covert system of racial discrimination such as the Jim Crow system in the American South (Nielsen 1981). MoralityandViolence
For thousands of years people have debated the nature and cause of violence in human beings (Tiger 1969). Some claim that humans are by nature violent. Others claim that violence is not natural but the result of social conditioning. Yet positing that people are by nature violent does not settle the issue of the relationship between violence and morality. Pacifists like Mohandas K. Gandhi and Martin Luther King, Jr., claimed that violence is always morally impermissible; this prohibition extends to self‐defensive violence. The pacifist position is controversial. Is pacifism justified on consequentialist grounds—that is, is it always true that refraining from violence brings about better consequences than violence? Or is the justification deontological in nature? Deontological moral theories claim that some actions are inherently right or wrong independent of their consequences. But is every violent act inherently wrong? Neither pacifists nor those who challenge pacifist theories have provided totally persuasive arguments for their points of view. Attempting to explain why violence is sometimes morally permissible, nonpacifists most commonly cite the necessity of self‐defense. The argument in support of self‐defense asserts that all persons have a fundamental right to protect their lives, bodies, and property from transgressors; to do so, violence can be used when it is the only or most effective means available. However, supporters of this view are quick to stipulate that morally decent people do not prefer violence but consider it a last resort. Self‐defense as a legitimate reason for violence is often relied on not only in disputes involving individuals but also in political contexts. Nation‐states sometimes maintain that they are morally justified in using violence against lawbreakers and enemies of the state. Individuals sometimes claim moral legitimacy for their use of violence to end political oppression by the state. It has even been argued that the victims of colonial oppression must act violently toward their oppressors if they are to eliminate the oppressive state of mind that the system imposes upon its victims (Fanon 1963). Critics of pacifism further claim that the view is self‐contradictory: given that people have a right not to be killed or assaulted, if the only way to prevent this from happening is to resort to violence, then violence is permissible in these circumstances (Narveson 1975). In response to this objection, pacifists challenge the claim that violence is necessary to prevent violence. They point to what they see as the false assumption that the language of rights is the only way to understand morality. The supporters of the ethics of care and love maintain that morality often requires self‐sacrifice (Wolgast 1987); thus, in their view morality defined strictly in terms of rights fails to appreciate the caring and dependent relationships that exist between human beings. Expressing love toward one's violent enemies has the potential to transform them (King 1986). Such ethicists point to violence within families as a case where developing loving and caring relationships among family members is far more effective than getting them to acknowledge and respect one another's rights. The history of violence is as old as the history of human affairs. Pacifists have provided thoughtful arguments for the belief that a morally good society is one that strives in principle to eliminate all violent behavior. Nonpacifists counter that to condemn all violence is to render all wars unjust and all cases of self‐defense illegitimate. To nonpacifists this view of human events is unacceptable, with no reasonable person capable of condemning all violence on moral grounds.  HOWARD MCGRATH CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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BIBLIOGRAPHY
Arendt, Hannah. On Violence. New York: Harcourt Brace, 1969. Barcalow, Emmett. Moral Philosophy: Theory and Issues. Belmont, Calif.: Wadsworth, 1994. Bell, Linda A. Rethinking Ethics in the Midst of Violence. Lanham, Md.: Rowman and Littlefield, 1993. Brodbeck, May. “Methodological Individualisms: Definition and Reduction.” In Readings in the Philosophy of Social Sciences, edited by May Brodbeck. New York: Macmillan, 1968. Fanon, Frantz. The Wretched of the Earth, translated by C. Farrington. New York: Grove, 1963. Gandhi, Mohandas K. Non‐Violent Resistance. New York: Schocken, 1961. Gillespie, Cynthia K. Justifiable Homicide: Battered Women, Self‐Defense, and the Law. Columbus: Ohio State University Press, 1989. Held, Virginia. “Moral Responsibility and Collective Action.” In Individual and Collective Responsibility: The Massacre at My Lai, edited by Peter A. French. Cambridge, Mass.: Schenkman, 1972. King, Martin Luther, Jr. A Testament of Hope: The Essential Writings of Martin Luther King, Jr., edited by James M. Washington. New York: Harper and Row, 1986. McGary, Howard. “Morality and Collective Liability.” In Collective Responsibility: Five Decades of Debate in Theoretical and Applied Ethics, edited by Larry May and Stacey Hoffman. Lanham, Md.: Rowman and Littlefield, 1991. . “Psychological Violence, Physical Violence, and Racial Oppression.” In Existence in Black: An Anthology of Black Existential Philosophy, edited by Lewis R. Gordon. New York: Routledge, 1997. Narveson, Jan. “Pacifism: A Philosophical Analysis.” In Moral Problems, edited by James Rachels. New York: Harper and Row, 1975. Nielsen, Kai. “Violence and Terrorism: Its Uses and Abuses.” In Values in Conflict, edited by Burton M. Leiser. New York: Macmillan, 1981. Tiger, Lionel. Men in Groups. New York: Random House, 1969. Wolgast, Elizabeth H. The Grammar of Justice. Ithaca, N.Y.: Cornell University Press, 1987. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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British Literature Unit 1, Lesson 7 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Question How do speakers use rhetorical strategies to attempt to persuade their listeners to adopt their point of view? Standards Focus Standard
ELACC12SL3: 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. Support Standards
ELACC12L4: Determine or clarify the meaning of unknown and multiple‐meaning words and phrases based on grade 12 reading and content, choosing flexibly from a range of strategies. Getting students ready to learn OPENING Duration This lesson will take one to two class periods, depending on scheduling model employed.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will be able to identify the rhetorical strategies used by Churchill and Gandhi. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The teacher will show a video report or read a news article about a recent episode of violence, for example, the Washington Post article at http://www.washingtonpost.com/national/calif‐student‐goes‐on‐shooting‐rampage‐
after‐making‐day‐of‐retribution‐video/2014/05/24/9a933b30‐e366‐11e3‐9743‐bb9b59cde7b9_story.html about a California student who killed six people before killing himself. Alternatively, the teacher will show a clip from the movie Gandhi in which the title character states, “We will not strike a blow but we will receive them” ( http://movieclips.com/Eaoes‐gandhi‐movie‐not‐my‐obedience). In either case, the teacher will then posit the question, What is the appropriate response to violence? Students will write a short reflection and share in small groups, in pairs, or with the class.
Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: The teacher will remind students of the discussion of the morality of violence in the “Philosophy” article from Violence in America. In this lesson, students will hear two speeches that offer different viewpoints on the appropriate response to violence. Each speaker uses certain rhetorical strategies to present his point of view. The teacher will present information on the three main types of rhetorical strategies: logos (including inductive and deductive reasoning), ethos, and pathos. Information and examples can be found at the Online Writing Lab CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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at https://owl.english.purdue.edu/owl/resource/588/04/. The teacher will also cover a variety of rhetorical devices, such as alliteration, allusion, analogy, anaphora, comparison, contrast, epistrophe, exemplification, imagery, litotes, rhetorical question, and tricolon. The following web sites have explanations and examples of many of these devices: http://www.virtualsalt.com/rhetoric.htm, “A Handbook of Rhetorical Devices” http://mrswachellsclassroom.com/RhetoricChurchill.pdf, “Rhetorical Strategies with Churchill Examples” http://www.nisd.net/jay/la/LitTerms‐RhetoricalDev.pdf, “Rhetorical Strategies” http://grammar.about.com/od/rhetorictoolkit/, “A Tool Kit for Rhetorical Analysis” CLOSING
Helping students
make sense of their
learning
WORK SESSION
Releasing students to do the work
Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
Students will individually perform a close reading on Winston Churchill’s speech, “The Defense of Freedom and Peace” (also known as “The Lights Are Going Out” speech) AND Mohandas Gandhi’s “Statement in the Great Trial of 1922.” Both speeches are available as part of this lesson plan. The Churchill speech is also online at http://www.winstonchurchill.org/learn/speeches/speeches‐of‐winston‐churchill/524‐the‐defence‐of‐freedom‐
and‐peace. The Gandhi speech is at http://www.mkgandhi.org/speeches/gto1922.htm. As they read, students will annotate the speech and analyze its content in terms of the question, How does one stop evil? In addition, students should note the use of rhetorical strategies. Students will then meet in pairs or small groups to discuss the content of the speech and each speaker’s answer to the question, How does one stop evil? The pairs or small groups will also work to complete the Rhetorical Strategies Graphic Organizer. On the organizer they will identify types of strategies used by each speaker (e.g. allusion), quote or paraphrase the text that uses the strategy (e.g. “He must blood his hounds and show them sport, or else, like Actaeon of old, be devoured by them”), and explain how the text uses the strategy (e.g. The allusion to the Greek myth suggests that Hitler will eventually fall prey to the violence he has set in motion). Students should be able to identify at least five strategies used by Churchill and at least five by Gandhi. Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
In addition to completing the graphic organizer in pairs or small groups, each student individually will submit, as a Ticket Out the Door, a type of rhetorical strategy and his or her own example. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Finish Early or Need Challenge Homework: The students may do the close reading of the speeches outside of class time.
If a student finishes early or needs an extra challenge (Additional reflection or application)
Students read the text of President Obama’s acceptance of the Nobel Peace Prize to find his answer to the question, How does one stop evil? In addition, students identify Obama’s use of rhetorical strategies. The text is available at http://www.whitehouse.gov/the‐press‐office/remarks‐president‐acceptance‐nobel‐peace‐prize. Materials/ Resources What will the students need in order to learn? Text of Churchill’s speech, “The Defense of Freedom and Peace” (also known as “The Lights Are Going Out” speech) Text of Gandhi’s “Statement in the Great Trial of 1922” Highlighter and/or post‐its for annotation Rhetorical Strategies Graphic Organizer CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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TheDefenseofFreedomandPeace(TheLightsAreGoingOut)
Broadcast to the United States and to London by Winston S. Churchill, 16 October 1938 I avail myself with relief of the opportunity of speaking to the people of the United States. I do not know how long such liberties will be allowed. The stations of uncensored expression are closing down; the lights are going out; but there is still time for those to whom freedom and parliamentary government mean something, to consult together. Let me, then, speak in truth and earnestness while time remains. The American people have, it seems to me, formed a true judgment upon the disaster which has befallen Europe. They realise, perhaps more clearly than the French and British publics have yet done, the far‐reaching consequences of the abandonment and ruin of the Czechoslovak Republic. I hold to the conviction I expressed some months ago, that if in April, May or June, Great Britain, France, and Russia had jointly declared that they would act together upon Nazi Germany if Herr Hitler committed an act of unprovoked aggression against this small State, and if they had told Poland, Yugoslavia, and Rumania what they meant to do in good time, and invited them to join the combination of peace‐
defending Powers, I hold that the German Dictator would have been confronted with such a formidable array that he would have been deterred from his purpose. This would also have been an opportunity for all the peace‐loving and moderate forces in Germany, together with the chiefs of the German Army, to make a great effort to re‐establish something like sane and civilised conditions in their own country. If the risks of war which were run by France and Britain at the last moment had been boldly faced in good time, and plain declarations made, and meant, how different would our prospects be today! But all these backward speculations belong to history. It is no good using hard words among friends about the past, and reproaching one another for what cannot be recalled. It is the future, not the past, that demands our earnest and anxious thought. We must recognize that the Parliamentary democracies and liberal, peaceful forces have everywhere sustained a defeat which leaves them weaker, morally and physically, to cope with dangers which have vastly grown. But the cause of freedom has in it a recuperative power and virtue which can draw from misfortune new hope and new strength. If ever there was a time when men and women who cherish the ideals of the founders of the British and American Constitutions should take earnest counsel with one another, that time is now. All the world wishes for peace and security. Have we gained it by the sacrifice of the Czechoslovak Republic. Here was the model democratic State of Central Europe, a country where minorities were treated better than anywhere else. It has been deserted, destroyed and devoured. It is now being digested. The question which is of interest to a lot of ordinary people, common people, is whether this destruction of the Czechoslovak Republic will bring upon the world a blessing or a curse. We must all hope it will bring a blessing; that after we have averted our gaze for a while from the process of subjugation and liquidation, everyone will breathe more freely; that a load will be taken off our chests; we shall be able to say to ourselves: "Well, that's out of the way, anyhow. Now let's get on with our regular daily life." But are these hopes well founded or are we merely making the best of what we had not the force and virtue to stop? That is the question that the English‐speaking peoples in all their lands must ask themselves today. Is this the end, or is there more to come? There is another question which arises out of this. Can peace, goodwill, and confidence be built upon submission to wrong‐doing backed by force? One may put this question in the largest form. Has any benefit or progress ever been achieved by the human race by submission to organised and calculated violence? As we look back over the long story of the nations we must see that, on the contrary, their glory has been founded upon the spirit of resistance to tyranny and injustice, especially when these evils seemed to be backed by heavier force. Since the dawn of the Christian era a certain way of life has slowly been shaping itself among the Western peoples, and certain standards of conduct and government have come to be esteemed. After many miseries and prolonged confusion, there arose into the broad light of day the conception of the right of the individual; his right to be consulted in the government of his country; his right to invoke the law even against CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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the State itself. Independent Courts of Justice were created to affirm and inforce this hard‐won custom. Thus was assured throughout the English‐speaking world, and in France by the stern lessons of the Revolution, what Kipling called, "Leave to live by no man's leave underneath the law." Now in this resides all that makes existence precious to man, and all that confers honour and health upon the State. We are confronted with another theme. It is not a new theme; it leaps out upon us from the Dark Ages ‐ racial persecution, religious intolerance, deprivation of free speech, the conception of the citizen as a mere soulless fraction of the State. To this has been added the cult of war. Children are to be taught in their earliest schooling the delights and profits of conquest and aggression. A whole mighty community has been drawn painfully, by severe privations, into a warlike frame. They are held in this condition, which they relish no more than we do, by a party organisation, several millions strong, who derive all kinds of profits, good and bad, from the upkeep of the regime. Like the Communists, the Nazis tolerate no opinion but their own. Like the Communists, they feed on hatred. Like the Communists, they must seek, from time to time, and always at shorter intervals, a new target, a new prize, a new victim. The Dictator, in all his pride, is held in the grip of his Party machine. He can go forward; he cannot go back. He must blood his hounds and show them sport, or else, like Actaeon of old, be devoured by them. All‐strong without, he is all‐weak within. As Byron wrote a hundred years ago: "These Pagod things of Sabre sway, with fronts of brass and feet of clay." No one must, however, underrate the power and efficiency of a totalitarian state. Where the whole population of a great country, amiable, good‐hearted, peace‐loving people are gripped by the neck and by the hair by a Communist or a Nazi tyranny ‐ for they are the same things spelt in different ways ‐ the rulers for the time being can exercise a power for the purposes of war and external domination before which the ordinary free parliamentary societies are at a grievous practical disadvantage. We have to recognise this. And then, on top of all, comes this wonderful mastery of the air which our century has discovered, but of which, alas, mankind has so far shown itself unworthy. Here is this air power with its claim to torture and terrorise the women and children, the civil population of neighbouring countries. This combination of medieval passion, a party caucus, the weapons of modern science, and the blackmailing power of air‐bombing, is the most monstrous menace to peace, order and fertile progress that has appeared in the world since the Mongol invasions of the thirteenth century. The culminating question to which I have been leading is whether the world as we have known it ‐ the great and hopeful world of before the war, the world of increasing hope and enjoyment for the common man, the world of honoured tradition and expanding science ‐ should meet this menace by submission or by resistance. Let us see, then, whether the means of resistance remain to us today. We have sustained an immense disaster; the renown of France is dimmed. In spite of her brave, efficient army, her influence is profoundly diminished. No one has a right to say that Britain, for all her blundering, has broken her word ‐ indeed, when it was too late, she was better than her word. Nevertheless, Europe lies at this moment abashed and distracted before the triumphant assertions of dictatorial power. In the Spanish Peninsula, a purely Spanish quarrel has been carried by the intervention, or shall I say the "non‐intervention" (to quote the current Jargon) of Dictators into the region of a world cause. But it is not only in Europe that these oppressions prevail. China is being torn to pieces by a military clique in Japan; the poor, tormented Chinese people there are making a brave and stubborn defence. The ancient empire of Ethiopia has been overrun. The Ethiopians were taught to look to the sanctity of public law, to the tribunal of many nations gathered in majestic union. But all failed; they were deceived, and now they are winning back their right to live by beginning again from the bottom a struggle on primordial lines. Even in South America, the Nazi regime begins to undermine the fabric of Brazilian society. Far away, happily protected by the Atlantic and Pacific Oceans, you, the people of the United States, to whom I now have the chance to speak, are the spectators, and I may add the increasingly involved spectators of these tragedies and crimes. We are left in no doubt where American conviction and sympathies lie; but will you wait until British freedom and independence have succumbed, and then take up the cause when it is three‐quarters ruined, yourselves alone? I hear that they are saying in the United States that because England and France have failed to do their duty therefore the American people can wash their hands of the whole business. This may be the passing mood of many people, but there is no sense in it. If things have got much worse, all the more must we try to cope with them. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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For, after all, survey the remaining forces of civilisation; they are overwhelming. If only they were united in a common conception of right and duty, there would be no war. On the contrary, the German people, industrious, faithful, valiant, but alas! lacking in the proper spirit of civic independence, liberated from their present nightmare, would take their honoured place in the vanguard of human society. Alexander the Great remarked that the people of Asia were slaves because they had not learned to pronounce the word "No." Let that not be the epitaph of the English‐speaking peoples or of Parliamentary democracy, or of France, or of the many surviving liberal States of Europe. There, in one single word, is the resolve which the forces of freedom and progress, of tolerance and good will, should take. It is not in the power of one nation, however formidably armed, still less is it in the power of a small group of men, violent, ruthless men, who have always to cast their eyes back over their shoulders, to cramp and fetter the forward march of human destiny. The preponderant world forces are upon our side; they have but to be combined to be obeyed. We must arm. Britain must arm. America must arm. If, through an earnest desire for peace, we have placed ourselves at a disadvantage, we must make up for it by redoubled exertions, and, if necessary, by fortitude in suffering. We shall, no doubt, arm. Britain, casting away the habits of centuries, will decree national service upon her citizens. The British people will stand erect, and will face whatever may be coming. But arms ‐ instrumentalities, as President Wilson called them ‐ are not sufficient by themselves. We must add to them the power of ideas. People say we ought not to allow ourselves to be drawn into a theoretical antagonism between Nazidom and democracy; but the antagonism is here now. It is this very conflict of spiritual and moral ideas which gives the free countries a great part of their strength. You see these dictators on their pedestals, surrounded by the bayonets of their soldiers and the truncheons of their police. On all sides they are guarded by masses of armed men, cannons, aeroplanes, fortifications, and the like ‐ they boast and vaunt themselves before the world, yet in their hearts there is unspoken fear. They are afraid of words and thoughts; words spoken abroad, thoughts stirring at home ‐ all the more powerful because forbidden ‐ terrify them. A little mouse of thought appears in the room, and even the mightiest potentates are thrown into panic. They make frantic efforts to bar our thoughts and words; they are afraid of the workings of the human mind. Cannons, airplanes, they can manufacture in large quantities; but how are they to quell the natural promptings of human nature, which after all these centuries of trial and progress has inherited a whole armoury of potent and indestructible knowledge? Dictatorship ‐ the fetish worship of one man ‐ is a passing phase. A state of society where men may not speak their minds, where children denounce their parents to the police, where a business man or small shopkeeper ruins his competitor by telling tales about his private opinions; such a state of society cannot long endure if brought into contact with the healthy outside world. The light of civilised progress with its tolerances and co‐operation, with its dignities and joys, has often in the past been blotted out. But I hold the belief that we have now at last got far enough ahead of barbarism to control it, and to avert it, if only we realise what is afoot and make up our minds in time. We shall do it in the end. But how much harder our toil for every day's delay! Is this a call to war? Does anyone pretend that preparation for resistance to aggression is unleashing war? I declare it to be the sole guarantee of peace. We need the swift gathering of forces to confront not only military but moral aggression; the resolute and sober acceptance of their duty by the English‐speaking peoples and by all the nations, great and small, who wish to walk with them. Their faithful and zealous comradeship would almost between night and morning clear the path of progress and banish from all our lives the fear which already darkens the sunlight to hundreds of millions of men. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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StatementintheGreatTrialof1922
By Mohandas K. Gandhi, 18 March 1922 [This statement was made by Gandhi at his trial with S. G. Banker on charges under Section 124 A of the Indian Penal Code before Mr. C. N. Broomfield, I. C. S., District and Sessions Judge, Ahmedabad. Gandhi and Banker were charged with “bringing or attempting to excite disaffection towards His Majesty’s Government established by law in British India, and thereby committing offences punishable under Section 124 A of the Indian Penal Code.” Both Gandhi and Banker pled guilty.] Non‐violence is the first article of my faith. It is the last article of my faith. But I had to make my choice. I had either to submit to a system which I considered has done an irreparable harm to my country or incur the risk of the mad fury of my people bursting forth when they understood the truth from my lips. I know that my people have sometimes gone mad. I am deeply sorry for it; and I am therefore, here, to submit not to a light penalty but to the highest penalty. I do not ask for mercy. I do not plead any extenuating act. I am here, therefore, to invite and submit to the highest penalty that can be inflicted upon me for what in law is a deliberate crime and what appears to me to be the highest duty of a citizen. The only course open to you, Mr. Judge, is, as I am just going to say in my statement, either to resign your post or inflict on me the severest penalty if you believe that the system and law you are assisting to administer are good for the people. I do not expect that kind of conversion. But by the time I have finished with my statement you will, perhaps, have a glimpse of what is raging within my breast to run this maddest risk which a sane man can run. Little do town‐dwellers know how the semi‐starved masses of Indians are slowly sinking to lifelessness. Little do they know that their miserable comfort represents the brokerage they get for the work they do for the foreign exploiter, that the profits and the brokerage are sucked from the masses. Little do they realize that the government established by law in British India is carried on for this exploitation of the masses. No sophistry, no jugglery in figures can explain away the evidence the skeletons in many villages present to the naked eye. I have no doubt whatsoever that both England and the town‐dwellers of India will have to answer, if there is a God above, for this crime against humanity which is perhaps unequalled in history. The law itself in this country has been used to serve the foreign exploiter. My experience of political cases in India leads me to the conclusion that in nine out of every ten the condemned men were totally innocent. Their crime consisted in love of their country. In ninety‐nine cases out of a hundred, justice has been denied to Indians as against Europeans in the courts of India. This is not an exaggerated picture. It is the experience of almost every Indian who has had anything to do with such cases. In my opinion the administration of the law is thus prostituted consciously or unconsciously for the benefit of the exploiter. The greatest misfortune is that Englishmen and their Indian associates in the administration of the country do not know that they are engaged in the crime I have attempted to describe. I am satisfied that many English and Indian officials honestly believe that they are administering one of the best systems devised in the world and that India is making steady though slow progress. They do not know that a subtle but effective system of terrorism and an organized display of force on the one hand and the deprivation of all powers of retaliation or self‐defence on the other have emasculated the people and induced in them the habit of simulation. This awful habit has added to the ignorance and the self‐
deception of the administrators. Section 124‐A under which I am happily charged is perhaps the prince among the political sections of the Indian Penal Code designed to suppress the liberty of the citizen. Affection cannot be manufactured or regulated by law. If one has no affection for a person or thing one should be free to give the fullest expression to his disaffection so long as he does not contemplate, promote or incite to violence. But the section under which Mr. Banker [a volunteer who worked with Gandhi] and I are charged is one under which mere promotion of disaffection is a crime. I have studied some of the cases tried under it, and I know that some of the most loved of India’s patriots have been convicted under it. I consider it a privilege, therefore, to be charged under it. I have endeavoured to give in their briefest outline the reasons for my disaffection. I have no personal ill‐will against any single administrator, CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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much less can I have any disaffection towards the King’s person. But I hold it to be a virtue to be disaffected towards a government which in its totality has done more harm to India than any previous system. India is less manly under the British rule than she ever was before. Holding such a belief, I consider it to be a sin to have affection for the system. And it has been a precious privilege for me to be able to write what I have in the various articles tendered in evidence against me. In fact I believe that I have rendered a service to India and England by showing in non‐cooperation the way out of the unnatural state in which both are living. In my humble opinion, non‐cooperation with evil is as much a duty as is cooperation with good. But in the past, non‐cooperation has been deliberately expressed in violence to the evildoer. I am endeavouring to show to my countrymen that violent non‐cooperation only multiplies evil and that as evil can only be sustained by violence, withdrawal of support of evil requires complete abstention from violence. Non‐violence implies voluntary submission to the penalty for non‐cooperation with evil. I am here, therefore, to invite and submit cheerfully to the highest penalty that can be inflicted upon me for what in law is deliberate crime and what appears to me to be the highest duty of a citizen. The only course open to you, the Judge and the Assessors, is either to resign your posts and thus dissociate yourselves from evil if you feel that the law you are called upon to administer is an evil and that in reality I am innocent, or to inflict on me the severest penalty if you believe that the system and the law you are assisting to administer are good for the people of this country and that my activity is therefore injurious to the public weal. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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RhetoricalStrategiesGraphicOrganizer
ChurchillSpeech
Strategy Quotation or paraphrase Explanation GandhiSpeech
Strategy Quotation or paraphrase Explanation CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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British Literature Unit 1, Lesson 8 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Questions What do multiple authors say about the question, Under what circumstances, if any, is the use of violence justified? What determines an author’s credibility? Getting students ready to learn OPENING Standards Focus Standards
ELACC12W7: Conduct short as well as more sustained research projects to answer a question (including a self‐
generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. ELACC12W8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. Support Standards
ELACC12RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10). ELACC12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. ELACC12RI6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. Duration This lesson will take two to four class periods, depending on scheduling model employed.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will locate, read closely, and annotate at least three credible nonfiction articles that shed light on the morality of violence. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
“An eye for an eye will only make the whole world blind.” ― Mahatma Gandhi “If someone puts their hands on you make sure they never put their hands on anybody else again.” ― Malcolm X “Violence is the last refuge of the incompetent.” CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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― Isaac Asimov “People sleep peaceably in their beds at night only because rough men stand ready to do violence on their behalf.” ― George Orwell “Violence, naked force, has settled more issues in history than has any other factor.” ― Robert A. Heinlein “I am a violent man who has learned not to be violent and regrets his violence.” ― John Lennon Before class the teacher will write each of the above six quotes on a separate index card. As students enter the classroom, the teacher will hand each of the six cards to a student of the teacher’s choice. Once class begins, the teacher will ask each of the six students to stand up and read their quote to the class. After each quote is read, the teacher will ask another student to briefly paraphrase the quote but not to respond to it. The teacher will point out that people have many different reactions to violence, as seen from these quotes and the texts the students have already read. Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: The teacher or media specialist will provide instruction on the use of databases, such as GALILEO, to research the question, Under what circumstances, if any, is the use of violence justified? The teacher also will review the difference between primary and secondary sources, as well as the difference between popular and scholarly resources. The “Evaluating Internet Information” article included with this lesson plan has useful information and may be given to the students as a handout. “A Quick Tour of Galileo” is available at http://www.galileo.usg.edu/high‐school/henry‐k12/search/. The Online Library Learning Center (http://www.usg.edu/galileo/skills/) has tutorials and exercises on a number of research‐related topics. Students may work through these individually, or the teacher may take the students through the material together as a class. Of specific interest are the following: http://www.usg.edu/galileo/skills/unit01/ Welcome to The Information Age http://www.usg.edu/galileo/skills/unit05/index.phtml The Great GALILEO: Georgia Library Learning Online http://www.usg.edu/galileo/skills/unit09/index.phtml Evaluating Sources CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
WORK SESSION
Releasing students to do the work
Using a research database such as GALILEO, students will locate at least three credible nonfiction sources to help answer the central question, Under what circumstances, if any, is the use of violence justified? The teacher may wish to have the students work through the “GALILEO Guided Research Activity” worksheet to assist them in locating sources and/or give practice in using GALILEO. The teacher will stress the need to save article citations for future use; students will record citations as sources are found. Students will evaluate each source based on the criteria found on the “C.R.A.P. Detection” worksheet. Additional information is available at http://librariesandtransliteracy.wordpress.com/2010/09/16/crap‐
detection‐a‐21st‐century‐literacy/. Students will record their evaluation of the sources they found, based on the criteria. If, after evaluation, any source is found to be of questionable credibility, the student will search for additional material to ensure that he or she has at least three credible nonfiction sources. For each source, students will annotate the source after close reading, in preparation for the Socratic Seminar in lesson 9 and the writing assignment in lesson 10. In addition to researching the central question, students may also consider the following questions as they read. These can also be used as discussion questions. How should we define violence? Is it always physical? Why are people violent? Why do people run towards a fight? What makes communities and peer groups violent? Is our society becoming more or less violent? How does violence affect the perpetrator? The recipient? Have the depiction of violence and attitudes toward violence changed over time? How does culture impact the depiction of violence? How does literature/art impact culture? CLOSING
Helping students make sense of
their learning
Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Using information derived from their sources, students will write a paragraph answering one of the “side” questions listed in the section above. Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: Read “Crap Detection 101” by Howard Rheingold at http://blog.sfgate.com/rheingold/2009/06/30/crap‐detection‐101/.
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Materials/ Resources Finish Early or Need Challenge If a student finishes early or needs an extra challenge (Additional reflection or application)
Use http://urbanlegends.about.com/ to research and report on an urban legend to the class. What will the students need in order to learn? Access to the Internet, specifically to a research database such as GALILEO Highlighters or post‐its for annotation GALILEO Guided Research Activity (optional, at teacher’s discretion) CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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GALILEOGuidedResearchActivity
From http://help.galileo.usg.edu/educators/lesson_plans/ 1. Search the Discover GALILEO search box for your topic. Tip: Limit by Type (on the left of the screen) will help. Tip: To get the citation, click the title of the article to see more details about the item. Then, see Cite on the right side of the article information. a. Find 2 magazine articles related to your topic Citation: Citation: b. Find 2 news articles related to your topic Citation: Citation: c. Find a primary source document Citation: d. Find an image (Hint: Non‐Print Resources or see related images on the right of your search results) Citation: 2. Go back to GALILEO. Go to Britannica School High and search for your topic. Tip: Choose Browse by Type and then Encyclopedias to see this. Tip: Citations are at the bottom of each article. a. Find an encyclopedia article for your topic Citation: b. Find an image or a video related to your topic Citation: c. Find a website related to your topic Link to website: 3. Go to SIRS Discoverer and click Maps of the World. Find a map related to your topic. Title of map: CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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C.R.A.P.Detection
The CRAP test is a way to evaluate a source based on the following criteria: Currency, Reliability, Authority and Purpose/Point of View. Below are some questions to help you think about how to measure each of the criteria. Source #1: Source #2: Source #3: Title of Source: Currency
How recent is the information? How recently has the website been updated? Is it current enough for your topic? Reliability
What kind of information is included in the resource? Is the content of the resource primarily opinion? Is it balanced? Does the creator provide references or sources for data or quotations? Authority
Who is the creator/author? What are the creator’s credentials? Who is the publisher/sponsor? Is the publisher/sponsor reputable? What is the publisher’s interest (if any) in this information? Are there advertisements on the website? Purpose/PointofView
Is this fact or opinion? Is it biased? Is the creator/author trying to sell you something? CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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EvaluatingInternetInformation
(from http://www.usg.edu/galileo/skills/unit07/internet07_08.phtml) "dotcom""dotgov"—suffixesandcountrycodesexplained
Any information that you use to support ideas and arguments in a research paper should be given some scrutiny. Printed materials that are collected in a library go through an evaluative process as librarians select them to include in their collections. There is also an evaluation of Web sites that are included in search directories, such as Yahoo!, at least to the extent of classifying and placing sites into a categorization scheme. However, sites harvested by "spiders" or "robots" for search engines don't go through any evaluative process. There are no real restrictions or editorial processes for publishing information on the Web, beyond some basic knowledge of Web page creation and access to a hosting computer. Anyone can publish opinion, satire, a hoax, or plainly false information. To insure that the Web sites you use as information sources are acceptable for research purposes, you should ask questions about those sites. The following are some elements you should look at before deciding to use a Web site as a research resource: Domainsuffix
The term "dot.com" has become a ubiquitous phrase in the English language. The "dot.com" really refers to the domain of a Web site. Sites on the Web are grouped by their URLs according to the type of organization providing the information on the site. For example, any commercial enterprise or corporation that has a Web site will have a domain suffix of .com, which means it is a commercial entity. The domain suffix provides you with a clue about the purpose or audience of a Web site. The domain suffix might also give you a clue about the geographic origin of a Web site. Many sites from the United Kingdom will have a domain suffix of .uk. Here follows a list of the most common domain suffixes and the types of organizations that would use them. .com
Commercial site. The information provided by commercial interests is generally going to shed a positive light on the product it promotes. While this information might not necessarily be false, you might be getting only part of the picture. Remember, there's a monetary incentive behind every commercial site in providing you with information, whether it is for good public relations or to sell you a product outright. .edu
Educational institution. Sites using this domain name are schools ranging from kindergarten to higher education. If you take a look at your school's URL you'll notice that it ends with the domain .edu. Information from sites within this domain must be examined very carefully. If it is from a department or research center at a educational institution, it can generally be taken as credible. However, students' personal Web sites are not usually monitored by the school even though they are on the school's server and use the .edu domain. .gov
Government. If you come across a site with this domain, then you're viewing a federal government site. All branches of the United States federal government use this domain. Information such as Census statistics, Congressional hearings, and Supreme Court rulings would be included in sites with this domain. The information is considered to be from a credible source. .org
Traditionally a non‐profit organization. Organizations such as the American Red Cross or PBS (Public Broadcasting System) use this domain suffix. Generally, the information in these types of sites is credible and unbiased, but there are CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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examples of organizations that strongly advocate specific points of view over others, such as the National Right to Life Committee and Planned Parenthood. You probably want to give this domain a closer scrutiny these days. Some commercial interests might be the ultimate sponsors of a site with this suffix. .mil
Military. This domain suffix is used by the various branches of the Armed Forces of the United States. .net
Network. You might find any kind of site under this domain suffix. It acts as a catch‐all for sites that don't fit into any of the preceding domain suffixes. Information from these sites should be given careful scrutiny. Countrydomainsuffixes
.au Australia .in India .br Brazil .it Italy .ca Canada .mx Mexico .fr France .tw Taiwan .il Israel .uk United Kingdom Authority
Does the site you're evaluating give credit to an author? If no responsible author is listed, is there an indication of any sponsorship? When trying to determine reliability of information given in any medium, you want to have some idea of what the author's credentials are. Are they experts on the topic they are writing about? What is their educational background? Remember, anyone can publish on the Web. They don't have to know what they're talking about. You also want to check and see if there's a list of sources given for the information on a site, like a bibliography that you would have to provide for a paper you're writing. Currency
Information that is outdated may be incorrect or incomplete. A well maintained Web site will generally tell you at the bottom of the initial screen when it was last updated and maybe even when it was originally created and made available on the Web. Links
An informational Web site in which all the hyperlinks are broken might not be a very reliable resource. Broken hyperlinks are not uncommon, due to the ever changing nature of the Web, but when there are many broken links on a Web site, it might be an indication that the site isn't maintained on a regular basis. URL
The site address can give you clues as to ultimate sponsorship of a site. If you can't determine who wrote the site or who or what is sponsoring the site, try truncating the URL to its root address. This will tell you where the site is being hosted. For example, this site provides information on nutritional RDAs: http://www.mikeschoice.com/reports/rda.htm. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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If you truncate the URL to its root address http://www.mikeschoice.com, you will discover that this is a site selling a mineral supplement. Given the obvious bias, this is probably not the best source of nutritional information. Another clue to what type of site you're looking at is whether there is a ~ (tilde) symbol in the URL. This symbol usually indicates that the site is a personal Web page and the information should be given careful scrutiny. Comparison
Always compare the information that you find on a Web site with other information sources. Generally, you wouldn't want to use only Web sites as support for a research paper, so you would be looking at other types of sources such as books, magazine articles, etc. as well. How does the information found in the various formats compare? CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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British Literature Unit 1, Lesson 9 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Getting students ready to learn OPENING Essential Question How does one participate effectively in discussion in which there may be contentious points of view? Standards Focus Standard
ELACC12SL1: Initiate and participate effectively in a range of collaborative discussions (one‐on‐one, in groups, and teacher‐led) with diverse partners on grades 12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well‐reasoned exchange of ideas. c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. d. 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. Support Standards
ELACC12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC12SL3: 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. Duration This lesson will take two to three class periods, depending on scheduling model employed.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will come prepared to the Socratic seminar by reading, annotating, and thinking deeply in advance about the issues involved in the assigned readings. They will participate actively in the discussion, articulating their points of view and supporting their statements with sound reasoning and appropriate examples and evidence. They will interact with one another with civility and an understanding of others’ viewpoints. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The classroom should be set up with an inner circle of chairs and an outer circle. There should be approximately the same number of chairs in each of the two circles. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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The teacher shows a clip of a discussion getting out of control, for example, the discussion between Bill O’Reilly and the commentators on “The View”, available at http://www.youtube.com/watch?v=vCiNyBnoQ5I. Begin the clip at 3:58, when Bill O’Reilly brings up the topic of the building of a Muslim mosque near the site of the 9/11 terrorist attack in New York. In the clip, Joy Behar and Whoopi Goldberg walk out at about 6:30. The teacher can stop the clip there and ask students to comment on what went wrong with the discussion and whether it was appropriate for Behar and Goldberg to walk out. The teacher may wish to then show the remainder of the clip, in which Barbara Walters chastises her colleagues for walking out and chastises O’Reilly for provoking them. By the end of the clip the two return to the discussion. Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
Instruction: The class will be engaging in a Socratic seminar to consider the question, Under what circumstances, if any, is the use of violence justified? The teacher will explain that, in a Socratic seminar, the students take responsibility for leading the conversation, and the teacher acts as a facilitator. The teacher will hand out the Socratic Seminar Rubric and reference it while explaining the parameters of the assignment. A Socratic seminar is a group discussion, not a series of individual speeches. Students prepare for the seminar by reading and annotating the assigned texts, as well as any relevant texts discovered as part of their research in lesson 8, in light of the essential question to be discussed. Students should also have prepared answers for the additional questions given in lesson 8. During the seminar, students refer to the texts and their notes to support their opinions with evidence. Since the seminar is a discussion, there is no “right” or “wrong” answer. The key to good performance is active participation. Students ask open‐ended, thought‐provoking questions of their classmates and add comments, while remaining on‐topic and on‐task. Personal stories should have a direct connection to the question under consideration. Students listen to their classmates carefully and demonstrate active listening skills through eye contact, body language, and asking for clarification when necessary. While it is not necessary to raise one’s hand, students should allow the speaker to finish before adding their own thoughts. All participants are treated with respect and civility. Students take notes during the discussion to keep track of the claims and evidence presented, as well as questions they wish to address or comments they want to make. NOTE: The teacher may wish to read “Tips for Introducing Socratic Seminars” from www.literacycookbook.com for additional suggestions. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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WORK SESSION
Releasing students to do the work
Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
The students will first participate in a “dry run” for credit and feedback, not a major grade. (NOTE: If students are comfortable with Socratic seminars, the teacher may wish to skip this activity.) The teacher will distribute and explain the Socratic Seminar Observation Checklist. Half the students will sit in the inner circle and discuss a question given by the teacher. The other half of the students will sit in the outer circle; each one will be assigned a particular student to observe. The outer circle students will record their observations on the checklist. After 5‐10 minutes (try to allow enough time for each student in the inner circle to comment at least once), the students will change places. The new inner circle students will conduct a discussion, while the outer circle students observe and record their observations on the checklist. After the two groups have finished their discussions, students receive the checklists from their observers. Since this is a dry run just to practice the Socratic seminar format, the discussion questions for the two groups do not necessarily have to be related to the topic of violence. Possible discussion questions include  How is love [or violence or adolescence] portrayed in the media? How accurate is the portrayal?  How do video games impact children and teens? What limitations or guidelines, if any, should be imposed by parents?  What causes bullying? How can it be reduced or eliminated in schools? The teacher will use the practice session as a formative assessment to identify concepts that need to be re‐
taught, point out successes, and clarify instructions for the students. If discussions get “stalled,” the teacher may wish to re‐start the discussion with open‐ended questions, such as  How does this relate to what we have been talking about?  Can you give me an example?  You seem to be assuming ... ?  What would happen if ... ?  What do you think causes ... ?  Why is ... necessary?  What is the difference between... and...?  Then what would happen?  Why is ... important? Once the practice sessions are over and the teacher has re‐taught, clarified or explained any missing concepts, the class will again divide into two groups. (Ideally this will happen on another day so students have time to prepare specifically for the seminar.) Using the format described above (inner circle/outer circle), the students will engage in discussion on the essential question, Under what circumstances, if any, is the use of violence justified? The teacher will assess the students using the Socratic Seminar Rubric. To avoid repetition, the teacher may wish to have the two groups discuss somewhat different aspects of the question. For example, one group could focus primarily on the issue of self‐defense, while the other group could discuss whether psychological abuse is violence. Or one group could examine violence by individuals while the other focuses on violence by institutions or countries. After the discussion, students will complete the Socratic Seminar Self‐Assessment. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Materials/ Resources Finish Early or Need Challenge CLOSING
Helping students make sense of their
learning
Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Students participate in the Socratic seminar and complete a self‐assessment. Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: Between the practice seminar and the “real” seminar, students will review their notes at home and prepare answers to the questions being addressed during the seminar. A good way to practice is to hold a discussion about the topic with a family member or friend. If a student finishes early or needs an extra challenge (Additional reflection or application)
A student could be appointed to be a facilitator for a discussion. Extended Learning If the technology is available, students in the outer circle could use a free back channel site like TodaysMeet (https://todaysmeet.com/) to hold a parallel discussion — providing the inner circle with follow‐up questions, citing additional resources like textual evidence, agreeing or disagreeing with speakers and bringing up additional points. A back channel is especially helpful for quieter students who might not be comfortable speaking without gathering their thoughts first. The back channel allows students to participate without the added pressure of jumping into the conversation unprepared. What will the students need in order to learn? Annotated texts from previous lessons in unit Socratic Seminar Observation Checklist Socratic Seminar Rubric Socratic Seminar Self‐Assessment CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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SocraticSeminarRubric
Preparation / Understanding of Texts Participation / Extension Listening Skills Conduct Analysis / Support Exemplary Thoroughly familiar with texts; texts are annotated, with questions in margins and key words and ideas highlighted; pronounces words correctly. Active participation; consistently stays on task; offers clarification and extends conversation by building on others’ comments. Pays attention to details and takes notes; responds thoughtfully to ideas and questions of other participants; body language and comments show active listening. Demonstrates respect and patience with different opinions and complexity; shows initiative by asking others for clarification: brings others into conversation; speaks to all participants; avoids talking too much. Makes connections between ideas; resolves apparently contradictory ideas; considers others’ viewpoints; demonstrates good logic; supports all claims with evidence. Proficient Has read texts; some annotations; basic understanding of ideas; good understanding of vocabulary but may mispronounce some words. Active participation through most of seminar; stays on task most of the time; offers some clarification. Developing Has read or skimmed texts; no meaningful notes or questions; difficulty with vocabulary or pronunciation; little evidence of prior serious reflection. Participates but may be off task occasionally; offers some clarification or follow‐up to others’ comments. Generally pays attention and responds thoughtfully to ideas and questions of other participants; some note‐taking; absorption in own ideas may distract from ideas of others. Generally composed but may display impatience with contradictory or confusing ideas; may tend to address only teacher or get into debates. Pays attention to some ideas while ignoring others; some confusion due to inattention; takes few notes during seminar in response to ideas and comments. Listening not apparent; comments display little understanding of questions or comments of other participants. Participates and expresses belief that own ideas are important; may make insightful comments but is either too forceful or too shy to contribute to progress of conversation; may tend to debate. Displays little respect; argumentative; takes advantage of minor distractions; uses inappropriate language; speaks to individuals rather than ideas; arrives unprepared. May not understand subtler points; comments are logical but not connected to other speakers; ideas interesting enough that others respond to them; supports most claims with evidence. No connections between ideas; comments take details into account but may not flow logically in conversation; supports some claims with evidence. Meaningless or Illogical comments; incomplete ideas; little or no account taken of previous comments or important ideas in texts; no evidence to support claims. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Ineffective Not prepared; important words and ideas are unfamiliar; no annotations; no attempt to get help with difficult material. Passive observer or off task; side conversations are frequent; does not offer clarification. Rubric adapted from “Socratic Seminar Analytical Rubric” by Paul Raider
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Socratic Seminar Observation Checklist Observer:________________________________ Student Observed:______________________________ For each of the following items, rate the student observed with one of the following scores. The text in parentheses indicates the continuum from an exemplary rating to an ineffective rating 4 = Exemplary 3 = Proficient 2 = Developing 1 = Ineffective ___ 1. Participation (frequent, voluntary   almost none, had to be prompted) ___ 2. Listening skills (body language and comments showed active listening  no sign of listening) ___ 3. Expansion of conversation (extended discussion with follow‐up questions or comments   no follow‐up) ___ 4. Understanding of readings (deep understanding  shallow or no understanding) ___ 5. Analysis of issues (insightful, original, well‐reasoned   little or no insight, poor reasoning) ___ 6. Use of evidence (supported all claims with evidence   no use of evidence) COMMENTS: Give at least one piece of positive feedback, and make one specific suggestion for improvement. __________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________
__________________________________________________________________________________________________ SocraticSeminarSelf‐Assessment
Name: __________________________________________ Date: ________________________________ For each of the following items, rate yourself with one of the following scores. 4 = Exemplary 3 = Proficient 2 = Developing 1 = Ineffective ___ 1. Participation (frequent, voluntary   almost none, had to be prompted) ___ 2. Listening skills (body language and comments showed active listening  no sign of listening) ___ 3. Expansion of conversation (extended discussion with follow‐up questions or comments   no follow‐up) ___ 4. Understanding of readings (deep understanding  shallow or no understanding) ___ 5. Analysis of issues (insightful, original, well‐reasoned   little or no insight, poor reasoning) ___ 6. Use of evidence (supported all claims with evidence   no use of evidence) Identify a personal goal for the next seminar: Identify a group goal and how you would be willing to contribute to it: CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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British Literature Unit 1, Lesson 10 Date: Teacher: Subject(s): British Literature
Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Outcomes) Grade Level: 12
Review the Essential Question & Standards: (What should your learners know and be able to do today?) Essential Question How are evidence‐based arguments developed? Standards Focus Standards
ELACC12W1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Getting students ready to learn OPENING Support Standards
ELACC12RL1/RI1: 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. ELACC12RI7: 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. ELACC12W5: 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 purpose and audience. ELACC12L1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. ELACC12L2: Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. Duration This lesson will take two to more class periods, depending on scheduling model employed and
how much of the work is done outside class.
Step 2: How will you know when they have gotten it? (Communication of Success Criteria) (How will students be held accountable for demonstrating mastery of the standards? What does success/quality
work look like? Define ‘Good, Better and Best’ responses or outcomes for the lesson)
Students will write a well‐developed argumentative essay to answer the question, Under what circumstances, if any, is the use of violence justified? Students will synthesize multiple sources on the subject and demonstrate understanding of how to write evidence‐based arguments. Step 3: Get the students interested (Build Commitment and Engagement) (Why should students care about this? What do students already know about this? Activator, Hook, etc.)
The teacher poses a question: What is the difference between persuasion and argument? If you are trying to convince your friends to see a particular movie, is that more likely persuasion or argument? If you are trying to show that the movie is better than the book, is that more likely persuasion or argument? (The first is more likely persuasion, the second argument. A fuller description is available at the Read‐Write‐Think web site: http://www.readwritethink.org/professional‐development/strategy‐guides/developing‐evidence‐based‐
arguments‐31034.html). CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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Step 4: Give students new information (Teacher Presentation Strategies) (What information do students need to get started? Mini-Lesson)
The teacher will explain differences between persuasive writing and evidence‐based argumentation: both assert a claim (state a position) and try to convince a reader of its validity, but persuasion relies on a broader set of tools to garner support, including the use of emotional appeals and personal anecdotes. Argumentation, on the other hand, focuses on logic supported by verifiable examples and facts. A detailed breakdown is available at http://www.mesd.k12.or.us/si/Pennys_PortaPortal_Docs/ArgumentvsPersuasiveWriting.pdf, which also contains a student activity. The teacher will introduce the terms claim (What do I think?), reason (Why do I think so?), evidence (How do I know this is the case?), and warrant (Why is the evidence relevant to the claim?). Using this terminology, the teacher will walk the students through a model argument. (A PDF file with a model argument about school conflict is available with this lesson plan. Additional model arguments are available for free downloading under the Creative Commons License at the EngageNY web site (https://www.engageny.org/resource/building‐
evidence‐based‐arguments‐ela‐literacy‐units‐grades‐6‐12). The teacher will explain how students can create their own evidence‐based claims, using the Writing Evidence‐
Based Claims handout (available as a PDF with this lesson and online at the EngageNY web site). Step 5: Have students use the new information (Student-Centered Lesson)
(Learning by Doing, Extend the Instruction)
WORK SESSION
Releasing students to do the work
Students will write a well‐developed essay to answer the question, Under what circumstances, if any, is the use of violence justified? 1. Students will review their notes from all previous readings in this unit (lessons 6 and 7), as well as from their research (lesson 8) and from the Socratic Seminar (lesson 9). They will identify evidence they can use to develop and support their position and will conduct additional research if they deem it necessary. 2. Students will create at least three evidence‐based claims to support their position. For each claim, they will set the context, state their claim precisely, and determine what evidence will be used to back up the claim. 3. Working in pairs, students will evaluate one another’s claims and provide verbal feedback. Students will revise their claims as necessary, based on their classmates’ feedback. 4. Students will determine the best sequence for presenting their claims in order to develop their overall argument. Using this information, students will create an outline, as well as a citation list for their essay.
5. The teacher will confer with students individually or in small groups regarding their outlines and will provide feedback. 6. Using their outline as a guide, students will write the first draft of their essays. Their essay must introduce the topic, clearly state their position, state the claims that lead to their position, provide evidence to support their claims, explain the relevance of their evidence and the logic of their reasoning, acknowledge and address counter‐claims, and conclude with a summary. Students may wish to make use of the Connecting Ideas Handout (available as a PDF with this lesson and online at the EngageNY web site) for help with transitions. 7. Students will use the Evidence‐Based Arguments Criteria Checklist (available as a PDF with this lesson CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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and online at the EngageNY web site) to self‐evaluate their arguments and make revisions as necessary. 8. Students will submit their revised drafts to a small group for peer review. Group members will use the Evidence‐Based Writing Rubric (available as a PDF with this lesson and online at the EngageNY web site) to guide their evaluation of their peers’ essays. 9. Students will revise again, based on peer review, and then create their final essay with a final list of citations. Students will complete a self‐evaluation based on the same rubric and submit it with the essay. Finish Early or Need Challenge CLOSING
Helping students make sense of their
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The EngageNY web site (https://www.engageny.org/resource/building‐evidence‐based‐arguments‐ela‐literacy‐
units‐grades‐6‐12) has a number of additional related handouts and checklists available for free downloading under the Creative Commons License. Step 6: Make sure they do it (Summary)
(What did students learn? How do you know? Revisit the EQ in some format to build retention
(i.e. Ticket Out the Door, orally, journaling, graphic organizer, etc.)
Ticket Out the Door: On an index card, students will identify the components of evidence‐based arguments. Step 7: Have students explore further at home (Independent Practice – Extended Learning) (How do students maintain what they have learned? Classwork, homework etc.) Homework: Students may be assigned to complete much of their writing outside of class.
If a student finishes early or needs an extra challenge (Additional reflection or application)
Extended Learning The teacher may choose to conduct a mini‐unit on editing and revising to help students polish their essay and improve their writing skills. CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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What will the students need in order to learn? Materials/ Resources Notes from all previous readings in this unit, as well as from their research School Conflict Model Argument (available as a PDF with this lesson plan and online at the EngageNY web site, EngageNY web site (https://www.engageny.org/resource/building‐evidence‐based‐arguments‐ela‐
literacy‐units‐grades‐6‐12) Index cards for the Ticket Out the Door Writing Evidence‐Based Claims handout (available as a PDF with this lesson plan and online at the EngageNY web site, EngageNY web site) Evidence‐Based Argument Criteria Checklist (available as a PDF with this lesson plan and online at the EngageNY web site, EngageNY web site Connecting Ideas Handout (available as a PDF with this lesson plan and online at the EngageNY web site, EngageNY web site Evidence‐Based Writing Rubric (available as a PDF with this lesson plan and online at the EngageNY web site, EngageNY web site CompiledbyDeniseWoods,UnionGroveHighSchool:Page
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