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K-U-D (Know, Understand, Do) Chart
Grade/Course 10 English Language Arts
Unit One: Patterns of Organization/Text Features/Cite Textual Evidence
Theme: “What are Life’s Big Lessons?”
Content Standards:
CC.9-10.RL.1 Key Ideas and Details: Cite strong thorough textual evidence to support analysis of what the text says explicitly as
well as inferences drawn from the text.
CC.9-10.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CC.9-10.R.L.2 Key Ideas and Details: Determine a theme or central idea of a text and analyze in detail its development over the course
of the text, including how it emerges and is shaped and refined by specific details; provide and objective summary of the text.
CC.9-10.R.I.2 Key Ideas and Details: determine a central idea of a text and analyze its development over the course of the text,
including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
CC.9-1-.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made,
how they are introduced and developed, and the connections that are drawn between them.
CC.9-10.R.L.4 & CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how
the language evokes a sense of time and place; how it sets a formal or informal tone).
CC9-10RL5 Craft and Structure: Analyze how an author's choices concerning how to structure a text, order events within it
(e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CC9-10RI5 Craft and Structure: Analyze in detail how an author's ideas or claims are developed and refined by particular
sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how an author uses
rhetoric to advance that point of view or purpose.
CC9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b.
Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of
both in a manner that anticipates the audience’s knowledge level and concerns.
c.
Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between
claim(s) and counterclaims.
d.
Establish and maintain a formal style and objective tome while attending to the norms and conventions of the discipline in
which they are writing.
e.
Provide a concluding statement or section that follows from and supports the argument presented.
CC. 9-10 W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing products, taking
advantage of technology’s capacity to link other information and to display information flexibly and dynamically.
CC.9-10.W.7 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.
CC. 9-10 W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the
flow of ideas, avoiding plagiarism and following a standard format for citation
Know
(Note: concepts, facts, formulas, key
vocabulary)



Textual evidence/text
support/annotation
Content/abstract idea
Author’s decisions(e.g.,
Understand
(Big idea, large
concept, declarative
statement of an
enduring
understanding)
Do
(Skills, competencies)
•Make strongly implied inferences about
content, abstract ideas, and events in a
text and identify appropriate text support
•Identify/cite appropriate text support for
inferences about content, concrete ideas
and author’s decisions in a text.
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











paragraphing, quotations,
organization of text, formatting
devices, mode of development used,
notes to readers)
Rhetorical strategies (e.g., persuasive
words, anecdotes, figurative
language, emotional words, humor,
questions, repetition, irony)
Critical /analytical judgments
Concrete/abstract
Generalizations
Literary text
How to analyze
Author’s Choices
Patterns of organization (e.g.,
sequence, chronological order,
description, comparison,
problem/solution, simple
cause/effect, conflict/resolution)
Ordering events (e.g., parallel plots)
Manipulating time (e.g., pacing,
flashbacks))
Elements of style (e.g., tone, word
choice, sentence structure)
Mood and tone (e.g.,
mystery/suspense, tension, surprise)
Authors utilize text
structures and text features
to aid readers in
comprehending
informational and fictional
texts; as well as, drawing
conclusions and citing
textual evidence to show an
understanding.
•Identify how author’s choices affect
central ideas
•Differentiate between strong and weak
textual support
•Use the combination of explicitly stated
information, background knowledge, and
connections to the text to answer
questions they have as they read
•Make critical or analytical judgments to
make generalizations
•Create self-motivated interpretations of
text that are adapted during and after
reading
•Analyze what text says explicitly as well
as inferentially
•Supply strong and thorough textual
support for analysis of a text
•Make connections between conclusions
they draw and other beliefs or
knowledge
•Make critical or analytical judgments
about what they read
•Create interpretations of text that are
adapted as they continue to read and
after they read
•Identify rhetorical strategies used by an
author in a text
•Analyze an author’s choice of rhetorical
strategies
•Explain an author’s use of rhetorical
strategies with strong and thorough
evidence from the text
•Analyze the relationship between text
organization and development of ideas
•Analyze the relationship between
form/structure and meaning in text
•Identify organizational structures (e.g.,
flashback, foreshadowing, pacing)
•Analyze how an author’s choices
concerning how to structure a text, order
events within it (e.g., parallel plots), and
manipulate time (e.g., pacing, flashbacks)
create such effects as mystery, tension,
or surprise.
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Big Idea:
“What are life’s big Lessons?”
Unit Essential Question:
How do readers use textual evidence to support their analysis of
structure, purpose and viewpoint?
Key Learning:
Analyzing texts for structure, purpose and viewpoint allows an
effective reader to gain insight and strengthen understanding.
Lesson Essential Question 1
Lesson 1 Vocabulary
How do you analyze an author’s decisions in
order to aid comprehension of a text?
The Flu Strikes Again, At Home in
the Discomfort Zone, Brown v.
The Board of Topeka: Annotation.
Subheadings, textual evidence
Lesson Essential Question 2
Lesson 2 Vocabulary
How does the order of events in the text
create anticipation for the reader?
The Race to Save Apollo Nine,
(problem-solution) Problemsolution , sequence, predict,
anticipation, order of events
Lesson Essential Question 3
Lesson 3 Vocabulary
How do various organizational patterns
convey meaning and purpose?
The Plot Against people
(classification), Why Leaves Turn
Color in the Fall (cause & effect,
comparison -contrast, and main
idea –supporting details, Every
Day Use (problem/solution) -if
time chronological order, cause and
effect, classification, comparison,
contrast, main idea, supporting
details, problem/solution
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Lesson Essential Question 4
Lesson 4 Vocabulary
How do readers use textual evidence to
answer questions, confirm predictions, and
support responses?
A Letter to a Young Refugee &
Lesson Essential Question 5
Lesson 4 Vocabulary
How do authors use rhetorical strategies to
indicate their viewpoint and convey important
ideas of a text?
Doing Nothing is Something
Song of P’eng-ya evidence,
supporting details, recall events,
predict
anecdotes, repetition, parallelism,
rhetorical question, rhetoric
Major Unit Assignment
Students will read an article, journal entries, and a story about the Lewis and Clark
expedition, and then write an informational essay about one of their guides, Sacagawea. Students
will present findings orally using props such as charts, maps, or PowerPoints. Students will choose
the organizational structure that works best for their essay (e.g., sequence, chronological order,
description, comparison, problem/solution, simple cause/effect, and conflict/resolution). Use the
writing rubric for the performance task below to score writing.
Complete performance task to assess mastery of standards.
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Student Assessments
(How students will indicate learning and understanding of the concepts in the unit.
Note: Can have multiple assessments, one on each page.)
Unit Topic:
Title
Description
Performance Task
Days 1–2
1. Tell students that they are going to read various texts in different forms. After
reading those texts closely and jotting notes, they will have to respond to a question
where they will take a position. Remind them that when they take a position, it must
be clear and they must have evidence from the texts to support their claim.
2. Show students the essential question that the will have to answer on their
performance task. Tell them to use this question as their guide as they read the
assigned texts.
3. Show students the video clip of “Where is the Love?” by the Black Eyed Peas, along
with a copy of the lyrics. Have them jot notes on the lyrics sheet as they watch and
listen. They can use these when completing the writing assignment.
http://www.azlyrics.com/lyrics/blackeyedpeas/whereisthelove.html
4.Reading:
(Approximately 20 minutes)
Give students the passage “Hope, Despair and Memory” and read the text out loud.
Then instruct students to read the text silently to themselves, underlining/highlighting
any statements, words, and/or phrases that they have questions about or that they
believe could be relevant to their understanding of the text.
5.Note-taking:
(Approximately 15–20 minutes)
Hand out the Graphic Organizer, and ask students to read the passage again (third
read) and complete the “My Response” and “Evidence From the Text” sections as
directed in the graphic organizer. Encourage students to expand their thinking beyond
the literal answer to the question.
6. Speaking/Listening Questions:
(Approximately 15–20 minutes)
In pairs or groups of three, give students time to discuss the following questions and
add information to the “My Thoughts Now” section of the graphic organizer.
•What is the purpose of Wiesel’s speech?
•What is a central idea of Wiesel’s speech?
•What are some of the rhetorical strategies Wiesel uses in the speech?
7. Text-Dependent Questions:
(Approximately 20–25 minutes)
Hand out the Constructed-Response Questions and ask students to individually write
their responses to the questions on a separate piece of lined paper.
a. Key Details (RI 9-10.1, RI 9-10.4) In paragraph 1, what does Wiesel mean when he
says, “I know your choice transcends my person”?
b. Key Details (RI 9-10.1, RI 9-10.6) Why does Wiesel refer to himself in both the first
and the third person in paragraphs 4 through 6?
c. Central Ideas (RI 9-10.1, RI 9-10.2) In paragraph 6, what does Wiesel mean when he
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says that “if we forget, we are guilty, we are accomplices”?
d. Central Ideas (RI 9-10.1, RI 9-10.2, RI 9-10.6) Based on paragraph 7, why does Wiesel
believe that people “must take sides” during times of crisis?
e. Craft and Structure (RI 9-10.5) How does Wiesel’s use of rhetoric contribute to the
tone of the speech?
Day 3
7. View the War Series Paintings completed by Jacob Lawrence
http://whitney.org/Collection/JacobLawrence and take notes on the images of war
that he is trying to portray.
8. Read poem Richard Cory by Edwin Arlington Robinson and take notes on the
situation described http://www.poemhunter.com/poem/richard-cory/
http://www.enotes.com/topics/richard-cory
9. View the Travis Mills Story and take notes on the outcome of this soldier’s story.
http://www.wnem.com/story/18582063/soldier-hit-by-ied-stays-positive-postsinspirational-video or http://travisthemovie.com/
Performance Task (Writing Prompt)
(Approximately 50 minutes)
Distribute the writing prompt, and let students know the amount of time they have to
respond to the prompt in writing. Encourage students to use their graphic organizer
and/or text-dependent questions to inform their writing.
Hope, Despair and Memory Writing Task
Directions: Please respond to the prompt below in writing. You may use your graphic
organizer and/or constructed-response questions to inform your writing. You may take
notes on this paper, but you should write your entire response on the lined paper
provided by your teacher.
Writing Prompt
Eli Wiesel claims that “The Talmud tells us that by saving a single human being, man
can save the world.” What is your position concerning this claim? Use evidence from
the texts to support your position. Choose the organizational structure that works best
for your essay (e.g., sequence, chronological order, description, comparison/contrast,
problem/solution, simple cause/effect, etc.).
Be Sure To:
 Include relevant facts, definitions, concrete details, quotations, or other
information
 Use appropriate transitions
 Use precise language and vocabulary to inform or explain your topic
 Establish and maintain a formal style
 Provide a concluding section that follows from and supports your explanation.
In your conclusion, pose at least three questions this experience raises for you
about the importance and the challenges of creating – and reading – accounts
that aim to make people have more hope or make the more hopeless.
-In other words, what lessons or implications does this experience hold for me
as a reader or viewer or listener?
-What are the lessons for me as a reporter?
-If I returned my micro-report to these people, would they recognize
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themselves?
-Would they be ashamed?
Time (In Days)
Differentiation
Rubric:
http://www.doe.k12.de.us/aab/English_Language_Arts/ELA_docs_folder/Rubrics%2
0Argumentation/Gr9-10_Argument_2-13.pdf
Three – Four Days
Utilize Dragon Naturally Speaking for students with written expression issues, use
teacher created outline to support writing, use sentence starters for paragraphs, etc.
Revise/Review
The ELA curriculum members will pilot and revise assessment as necessary.
Resources &
Materials
http://collaborate.caedpartners.org/display/SAI/CORE+ELA+Performance+Assessment++Modules
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Language/Conventions
Organization
Development
Reading/Researc
h
Argumentation/Opinion Text-Based Writing Rubric Grades 9–10
Score of 4
Score of 3
Score of 2
Score of 1
The writing –
*makes effective use of available
resources
*skillfully/effectively *supports an
opinion with relevant and sufficient
facts and details from resources with
accuracy
*uses credible sources*
* addresses all aspects of the writing
task with a tightly focused response
* skillfully develops the claim(s) and
counterclaims fairly, supplying
sufficient and relevant evidence for
each while pointing out the strengths
and limitations of both in a manner that
anticipates the audience’s knowledge
level and concerns
*effectively introduces precise claim(s);
distinguishes the claim(s) from
alternate or opposing claims
*effectively creates an organization that
establishes clear relationships among
claim(s), counterclaim(s), reasons, and
evidence
*skillfully uses words, phrases, and/or
clauses to link the major sections of the
text, create cohesion, and clarify the
relationships between claim(s) and
reasons, between reasons and evidence,
and between claim(s) and
counterclaims
*provides an effective concluding
statement or section that follows from
and skillfully supports the argument
presented
*demonstrates an exemplary command
of standard English conventions
*skillfully employs language and tone
appropriate to audience and purpose
* has sentences that are skillfully
constructed with appropriate variety in
length and structure
*follows standard format for citation
with few errors*
The writing –
*makes adequate use of available
resources
*supports an opinion with relevant and
sufficient facts and details from resources
with accuracy
*uses credible sources*
The writing –
*makes limited use of available resources
*inconsistently supports an opinion with
relevant and sufficient facts and details
from resources with accuracy
* inconsistently uses credible sources*
The writing –
*makes inadequate use of available
resources
*fails to support an opinion with relevant
and sufficient facts and details from
resources with accuracy
* attempts to use credible sources*
*addresses the writing task with a focused
response
*develops the claim(s) and counterclaims
fairly, supplying sufficient and relevant
evidence for each while pointing out the
strengths and limitations of both in a
manner that anticipates the audience’s
knowledge level and concerns
* addresses the writing task with an
inconsistent focus
*inconsistently develops the claim(s) and
counterclaims fairly, supplying sufficient
and relevant evidence for each while
pointing out the strengths and limitations
of both in a manner that anticipates the
audience’s knowledge level and concerns
* attempts to address the writing task but
lacks focus
* attempts to establish a claim or proposal
* supports claim(s) using evidence that is
insufficient and/or irrelevant
*introduces precise claim(s); distinguishes
the claim(s) from alternate or opposing
claims
*creates an organization that establishes
clear relationships among claim(s),
counterclaim(s), reasons, and evidence
*uses words, phrases, and/or clauses to
link the major sections of the text, create
cohesion, and clarify the relationships
between claim(s) and reasons, between
reasons and evidence, and between
claim(s) and counterclaims
*provides a concluding statement or
section that follows from and supports the
argument presented
*introduces the claim(s); however, may
fail to distinguish the claim(s) from
alternate or opposing claim(s)
* has a progression of ideas that may lack
cohesion (ideas may be rambling and/or
repetitive)
*inconsistently uses words, phrases,
and/or clauses to link the major sections
of the text, create cohesion, and clarify
the relationships between claim(s) and
reasons, between reasons and evidence,
and between claim(s) and counterclaims
* provides a sense of closure
*identifies the claim(s)
*has little or no evidence of purposeful
organization
*demonstrates a command of standard
English conventions; errors do not
interfere with understanding
*employs language and tone appropriate
to audience and purpose
*has sentences that are generally complete
with sufficient variety in length and
structure
*follows standard
* demonstrates a limited and/or
inconsistent command of standard
English conventions; errors may
interfere with understanding
* inconsistently employs language and
tone appropriate to audience and
purpose
* has some sentence formation errors
and/or a lack of sentence variety
* follows standard format for citation
with several errors*
*demonstrates a weak command of
standard English conventions; errors
interfere with understanding
*employs language and tone that are
inappropriate to audience and purpose
*has frequent and severe sentence
formation errors and/or a lack of sentence
variety
*follows standard format for citation with
significant errors*
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Hope, Despair and Memory Text Passage
1
It is with a profound sense of humility that I accept the honor—the highest there is—that you have chosen to
bestow upon me. I know your choice transcends my person.
2
Do I have the right to represent the multitudes who have perished? Do I have the right to accept this great
honor on their behalf? I do not. No one may speak for the dead, no one may interpret their mutilated dreams
and visions. And yet, I sense their presence. I always do—and at this moment more than ever.
The presence of my parents, that of my little sister. The presence of my teachers, my friends, my companions
...
3
This honor belongs to all the survivors and their children and, through us to the Jewish people with whose
destiny I have always identified.
4
I remember: it happened yesterday, or eternities ago. A young Jewish boy discovered the Kingdom of Night. I
remember his bewilderment, I remember his anguish. It all happened so fast. The ghetto. The deportation. The
sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to
be sacrificed.
5
I remember he asked his father: “Can this be true? This is the twentieth century, not the Middle Ages. Who
would allow such crimes to be committed? How could the world remain silent?”
6
7
And now the boy is turning to me. “Tell me,” he asks, “what have you done with my future, what have you
done with your life?” And I tell him that I have tried. That I have tried to keep memory alive, that I have tried
to fight those who would forget. Because if we forget, we are guilty, we are accomplices.
And then I explain to him how naïve we were, that the world did know and remained silent. And that is why I
swore never to be silent whenever wherever human beings endure suffering and humiliation. We must take
sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.
Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national
borders and sensitivities become irrelevant. Wherever men and women are persecuted because of their race,
religion, or political views, that place must—at that moment—become the center of the universe.
Wiesel, Elie. “Hope, Despair and Memory.” In Nobel Lectures in Peace 1981–1990. Singapore: World Scientific, 1997. (1986)
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Text-Dependent Questions Graphic Organizer
Directions: After rereading the text, write answers to each question below in the “My Response” section.
Support each response by recording textual evidence in the “Evidence From the Text” section. After you are
given time to talk to a classmate and share ideas, complete the “My Thoughts Now” section based on your
conversation.
1. What is the purpose of Wiesel’s speech?
My Response
Evidence From the Text
My Thoughts Now
2. What is a central idea of Wiesel’s speech?
My Response
Evidence From the Text
My Thoughts Now
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3. What are some of the rhetorical strategies Wiesel uses in the speech?
My Response
Evidence From the Text
My Thoughts Now
Hope, Despair and Memory Constructed-Response Questions
Directions: Answer the questions below on a separate sheet of lined paper. You may use this sheet to make
any notes or draft your response, but only your complete answers on a separate sheet of paper will be scored.
You may refer to the reading passage and your graphic organizer to help you answer the questions.
1.
In paragraph 1, what does Wiesel mean when he says, “I know your choice transcends my person”?
2. Why does Wiesel refer to himself in both the first and the third person in paragraphs 4 through 6?
3. In paragraph 6, what does Wiesel mean when he says that “if we forget, we are guilty, we are
accomplices”?
4. Based on paragraph 7, why does Wiesel believe that people “must take sides” during times of crisis?
5. How does Wiesel’s use of rhetoric contribute to the tone of the speech?
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English II: Unit I, Lesson 1
Learning Goals for Standards
CC.9-10.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says
this Lesson
explicitly as well as inferences drawn from the text.
CC.9-10.R.L.4 & CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CC9-10RL5 Craft and Structure: Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
CC.9-10.RI.5 Craft and Structure: Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
Students Will Know
Students Will Be Able To
-Textual evidence/text support/annotation
-Patterns of organization and format/signal words
-Text features
-Author’s decisions
-How to analyze
Identify/cite appropriate text support for inferences about content,
concrete ideas and author’s decisions in a text.
Identify how author’s choices affect central ideas
Analyze what text says explicitly as well as inferentially
Identify organizational structures
Lesson Essential Question:
How do you analyze an author’s decisions in order to aid comprehension of a text?
Activating Strategy: Teacher will pose the following questions to students: Why are words important and what makes
word choice important? Students will discuss answers with a pre-assigned partner (numbered heads) and report out
to the class. To further understand the impact of word choice the teacher will choose a word at random and draw it
on the board. The students will be charged with guessing the word in less than one minute. Then the teacher will pick
an object and use select words to describe it, this will mimic word choice. The students will again, guess the object.
They will return and discuss which method of identifying factors was easier to work with and why.
Key vocabulary to preview and vocabulary strategy
Annotation, Textual Evidence, Subheadings
Own the Word: Use this graphic organizer to cite the word, student’s definition, student’s
sentence, student’s picture, part of speech, antonym, and synonym (detailed description of process at the end of
lesson) http://www.grbeavers.org/LinkClick.aspx?fileticket=iVsujrMRGDU%3D&tabid=133&mid=857
Lesson Instruction
Learning Activity 1: Teacher will read the article, “The Flu Strikes Again” aloud
while students notice the annotations within the article. Using the Cornell Notes
methodology students will reread article and note the signal words and key
phrases that appear within the story (If students are unfamiliar with Cornell
Notes, complete mini lesson before moving to this learning activity). Students
will pair up and with their partner identify the important notes that are attached
to the text features (review from 9th grade), signal words and key phrases. They
will report out on the important notes and share what data the graphic aids
provided. As a whole group, discuss the effect and benefit (if any) that the
graphic had on helping the understanding of the article. Utilizing all the data,
students will individually identify the author’s decisions made within the text.
The student should identify words like more, than and compared to and other
text features that assist in determining the text-structure.
(Text found at: http://my.hrw.com/index.jsp?message=logout –Pg. 528 of the
10th grade text: Holt/McDougal Literature )
Assessment Prompt for Learning Activity 1:
Graphic Organizer
•Own the Word
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3, 2, 1 –Write three signal words to indicate a text is using a comparison –
contrast organization, list two text features that could provide additional
information about the organizational format used by author, give one sentence
to answer the following question: Why do authors use text features?
Learning Activity 2: Ask students what the graphic at the top of the article
represents. Based upon answers, move on or guide learners with prompting that
lead them to understanding that the graphic is that of a sports field with yard
markers. Once this is identified, read the first sentence of the article to the
students. Have them pair up and discuss, based on evidence, what they predict
the article will be about. Have pairs report out. Ask students why or how
important is the graphic to the main idea of the article. Report out. Using the PAL
reading strategy (see description of process below), students will read the article,
“At Home in the Discomfort Zone.” Using the Cornell Notes methodology
students will continue to focus on signal words and key phrases within the text.
Students will re-read the article and maintain a focus on the pattern of
organization (in this case, cause/effect & compare/contrast organization) and
signal words/key phrases will be documented in their notes. Based on the
evidence collected, students will make an educated guess as to the patterns of
organization represented in the article. In their pairs, students will discuss how
recognizing patterns, aids in finding important details for taking relevant notes.
Then pairs will present their findings to the class.
(Text found at: http://my.hrw.com/index.jsp?message=logout –Pg. 529 of the
10th grade text )
Assessment Prompt for Learning Activity 2:
Think, Pair, Share: Ones will explain to twos the evidence in the article that
demonstrates cause and effect organization. Twos will explain to ones the
evidence in the article that demonstrates the use of compare and contrast.
Learning Activity 3: Students will view a PBS clip in regards to the Brown v. Board
of Education landmark case. https://www.youtube.com/watch?v=TTGHLdr-iak
Students will use the “Say Something Reading” process to read, Brown v. the
Board of Topeka. Partners will read a paragraph silently, then stop and comment
to each other about what they read. Students will continue the process
throughout the article.
In learning pairs, identify the author’s purpose and perspective/viewpoint
regarding the landmark case. Repeat the same process for the speech “Grand
Opening Dedication Speech” by Rod Paige. Pairs will report out. Based on the
evidence and data gathered from the video clip and articles, complete the
Headline News Summary.
(Text found at: http://my.hrw.com/index.jsp?message=logout –Pg. 530 & 531 of
the 10th grade text )
Assessment Prompt for Learning Activity 3:
Based on the evidence and data gathered from the video clip and article,
complete a Headline News Summary indicating the author’s viewpoint.
Students will share ideas.
http://www.monroe.kyschools.us/userfiles/1029/file/HeadlineNewsSummary.pdf
•Cornell Notes
•3-2-1 Summarizer
•Headline news Summary
(These organizers are explained in
more detail at the end of lesson)
Assignment:
Using all the information learned
from the lesson, research (on your
own) Brown v. Board of Education.
Use your notes to write a news
article for a local paper. What
organizational pattern will you
use? What signal words, text
features or graphics will be used?
How will you indicate your
viewpoint about the event?
Summarizing Strategy: Word Splash Summary
How do you analyze an author’s decisions in order to aid comprehension of a text? Students will answer the lesson
essential question using the following vocabulary terms: annotation, evidence, text features, patterns of
organization, signal words
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Research-Based Strategies Explained:
Numbered heads:
Count students off as one’s and two’s, a one needs to pair with a two (if they are seated next to each other this will be
more fluid) and the teacher controls who develops the answer and who reports out. Example: “One’s tell two’s what
the author’s purpose was? Two’s report out.”
Headline News Summary:
Step 1) Identify the topic and write it in the News Subject line.
Step 2) Students should create an interesting and or witty headline for their news article and write it in the, The
Headline section.
Step 3) Students construct their news article and write it in the Summary section.
3-2-1 Summarizer: G:\GRAPHIC ORGANIZERS\321Summarizer.pdf
This graphic organizer can be catered to individual needs, it also works well as a whole group exercise or as a go to exit
ticket strategy. One way it could be used is as follows: Construct three questions the excerpt left you with, write down
two words you had no knowledge of prior to the story and there definition (if you now know what they mean), finally,
write one fifteen word summary of the excerpt.
3
2
1
Three signal words to indicate a text is using a comparison – contrast
organization …
Two text features that could provide additional information about the
organizational format used by author …
One sentence to answer - Why do authors use text features?…
Own the Word:
Step 1) Select desired vocabulary words.
Step 2) Use each vocabulary word in its’ own sentence.
Step 3) Have students complete the “Own the Word” graphic organizer by:
A) Using their own words to define the vocabulary word.
B) Use various tools (i.e. a dictionary, thesaurus) to identify one synonym and one antonym for the
vocabulary word.
C) Identify which part of speech the vocabulary word is being used as.
D) Have students write their own sentence using the vocabulary word.
Step 4) For struggling readers or younger readers, have them draw a picture of what the word reminds them of.
Say Something Reading:
This information was sourced from: http://www.liketoread.com/struct_talk_stop_think.php
Partners divide the reading into sections. They both read the section silently or aloud and then take turns saying
something. If reading aloud, students learn NOT to read for one another. The trick is to learn to ask one another
questions to help the partner read for himself. In addition, students stop periodically and say what they are thinking to
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their partner: a personal connection, a question, something noticed, a connection to another book or movie... say or
ask something! Students can read this way in groups with a teacher, as well.
Strong readers often carry on an inner dialogue as they read material and process what they are learning. This running
monologue or self-talk becomes a habit that proficient readers do naturally. However, struggling readers often lack
this skill. Therefore, it is helpful if instructors show struggling readers how to increase their comprehension by talking
about material, making connections with material, and posing questions regarding the material as they read. The
strategy is especially effective for students who are auditory learners since they both say (read) the text aloud and
listen to a partner’s thoughts and ideas regarding the text.
Steps:
1. Select a piece of text for students to read.
2. Pair students and provide each student with a copy of the assigned text.
3. Ask readers to designate a Reader A and a Reader B.
4. Reader A reads aloud a portion of the text. (Assign students to read a block of text, for example, a paragraph or a
subsection. If text is complex or unfamiliar to students, keep the chunk of assigned readings small.)
5. After Reader A has finished reading the passage aloud, Reader B makes a response. The comment should reflect
Reader B’s thoughts while listening to the passage. Some possible
reflective comments might include the following:
– Agreements or disagreements
– Questions about complex or confusing ideas
– Predictions about what might come next in the text
– Requests for clarity or explanation from the other reader
– Summaries of important or interesting details from the text
– A comment relating the passage to the student’s own life or past learning
6. Reader A responds to Reader B’s comments or insights.
7. Partners switch roles and Reader B reads aloud the next chunk of text.
8. Process continues until the assigned reading is completed.
Adaptations/Suggestions:
• Model prior to assigning the process to student pairs. Demonstrate the process with a
classroom volunteer.
• After the paired readings have been completed, reinforce important concepts from the text
by leading a discussion that gives students the opportunity to share some of the ideas and thoughts that they
generated during the reading process.
• If students are struggling with ways to phrase their responses to partners, suggest the
following beginning statements:
– This reminds me of…
– When reading this I felt…
–I
PALS Reading:
Partner reading—the “reader” (or tutee) reads aloud, receiving immediate corrective feedback if words are
mispronounced. The program calls for the stronger reader in each pair to read first, which is designed to provide an
opportunity for the weaker reader in the pair to preview the passage and review difficult words before it is his or her
turn to re-read the same text. Students switch roles after five-minute blocks.
2. Paragraph “shrinking”—the reader states the main idea (i.e., who or what the passage is about), gives a 10-word
summary of the passage, and provides a sequential retelling of the important events of the passage.
3. Prediction relay—the reader predicts what is likely to happen on the next page, reads aloud from the page, and
summarizes the just-read text, with the tutor deciding whether the predictions are accurate. Students switch roles
after five-minute blocks.
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Cornell Notes:
During class, record notes on the right-hand side of the paper:
1. Record notes in paragraphs, skipping lines to separate information logically.
2. Don't force an outlining system, but do use any obvious numbering.
3. Strive to get main ideas down. Facts, details, and examples are important, but they're meaningful only
with concepts.
4. Use abbreviations for extra writing and listening time.
5. Use graphic organizers or pictures when they are helpful.
After class, refine notes:
1. Write questions in the left column about the information on the right.
2. Check or correct incomplete items:
• loose dates, terms, names
• notes that are too brief for recall months later
3. Read the notes and underline key words and phrases.
4. Read underlined words and write in recall cues in the left-hand column (key words and very brief
phrases that will trigger ideas/facts on the right). These are in addition to the questions.
5. Write a reflective paragraph about the notes at the bottom of the page.
6. If possible, compare notes with a study buddy.
Cornell Notes Template:
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Cornell Notes – Mini Lesson (Use if students are not familiar with the process)
Learning Goals for this Lesson
Understand how to use Cornell notes as an
effective study tool
Students Will Know
Cornell Note-Taking Process
Repetition
Rate of Forgetting
Standards
CCSS.ELA-Literacy.W.9-10.9
Draw evidence from literary or informational texts to support
analysis, reflection, and research.
CCSS.ELA-Literacy.SL.9-10.1.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.
Students Will Be Able To
Take notes from literary, informational text or audio materials to
summarize information
Use material to study for exams or write essays
Lesson Essential Question
How can Cornell notes help me make better grades in my classes?
Activating Strategy:
Complete the attached anticipation guide. Make sure students know that this is not a test but an opportunity to
explore what they already may know when it comes to Cornell note-taking. Explain to students that after the video
has been viewed students will have an opportunity to study with a partner using the Cornell Notes taken and then
complete the guide again. The group will review answers and discuss the process at the end of this mini lesson.
Key vocabulary to preview and vocabulary strategy
Word Experts Cards (Richek & McTague, 2008)
• Each group of students in the class takes the responsibility for thoroughly learning one of the three words – then
teaching them to peers.
• Excellent for teaching tier 3 words.
• Each student group takes a word from the mini lesson.
• Each “group of word experts” constructs a card for their vocabulary word using a teacher-approved rough draft of
the word’s definition, part of speech and an illustration.
• After a “word expert” is finished with his or her cards, the student presents her cards to a classmate and they
exchange cards.
Lesson Instruction
Learning Activity 1 :
Students will be given the Cornell note-taking template (attached to this mini
lesson) and will be asked to observe the components. With a partner,
students will review the note taking template and list the ways this template
differs from a plain piece of note paper. (Place for EQ at the top of the page,
narrow column on the left of the page for asking questions, wider column on
the right of the page for taking notes and a box at the bottom of the page for
summarizing). Have students share observations with the class. Explain to
students that they will be viewing a short video about the note-taking process.
http://www.youtube.com/watch?v=jlaZAviZXvM Tell students that the first
person to figure out the word of the day will get a prize. Start the video,
reminding the students to be taking notes in the notes section.
http://dscyfeducation.wikispaces.com/Cornell+Notes After slide 7 (“Rate of
Forgetting”) pause the video and ask the class:
Graphic Organizer
 Cornell Note-Taking
Template
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What are other examples of things we learn by repetition? Have them create a
list independently, and then share list with a partner. Ask them to make
connections to non‐academic aspects of their life as well. Have groups share
answers with the class.
Assessment Prompt for Learning Activity 1:
Independently have students summarize what the Curve of Forgetting states
in regards to repetitions and retention. Have one or two students share
answers with the class.
Learning Activity 2:
Students will continue to view the video and take notes paying close attention
to the study techniques explained in this section. After slide 14, pass out an
example of Cornell notes to students. Students will work with a partner to
carefully examine the sample as a Crime Scene Investigator would. Partners
will list the evidence of repetition that proves the student had been using the
Cornell note-taking study process. Share findings with the class.
http://archives.avid.org/dl/Cornell%20Notes%20Samples.pdf
Assessment Prompt for Learning Activity 2:
Students will independently list five pieces of evidence that could prove a
student was using the Cornell Note-Taking process properly to review.
Learning Activity 3:
Students will view slides 15 – 17 and continue to take notes to review the
study practices involved in the Cornell Note-Taking process. After slide 17
students will work with a partner to review the Cornell Notes they just took
while watching the video. Students will be asked to chunk materials and ask
questions, circle vocabulary words, * items that could be on the test, put
question marks next to any points of confusion and then summarize
information.
Assignment: Students will use
Cornell Notes to study for the
assessment on Cornell Note-Taking.
Students will take a quiz on the
Cornell Note-Taking process the
next day.
Assessment Prompt for Learning Activity 3:
Students will trade Cornell Notes with a student different than their last
partner. The student will list three study techniques used by this peer, suggest
two additional study techniques they may want to try later, and one sentence
describing the importance of these study techniques. Finish video.
Summarizing Strategy
Students will answer the essential question in at least five sentences: “How can Cornell notes help me make better
grades in my classes?” Students will share out answers and review anticipation guide.
Resources:
Additional Resources: http://www.livebinders.com/play/play/473203
Anticipation Guide & Quiz: http://dscyfeducation.wikispaces.com/Cornell+Notes
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Anticipation Guide
Directions: Please complete anticipation guide prior to watching video clip. Then please make sure you use
the Cornell Note-Taking method while watching video to answer these questions as you learn about the
process.
Take Note… (of What you Wrote)
Multiple choice: Choose the answer that best completes the sentence, according to the AVID On Demand
module: (Each question is worth 5 points)
1. The instructions for washing hair or 洗头, is a typical example of:
a. Repetition
b. Physical hygiene
c. Something that will lead to being the valedictorian
d. Initial interaction
2. The Curve of Forgetting states that:
a. Ten repetitions of material are essential to academic success
b. Without repetition, within one week retention is below 5%
c. The first repetition of information should happen within 24 hours
d. Rate of memory significantly decreases over time
3. The Summary section of Cornell notes should:
a. Always be 3‐5 sentences
b. Be written within 24 hours of the initial interaction
c. Be color coded to match the highlighting/underlining
d. Match the number of questions, including the Essential Question and the questions in the left column
4. Backwards mapping is an example of:
a. Time management
b. Cartography
c. Inquiry
d. An initial interaction with information
True/False: Write the word “True” or “False” on the line next to each question:
1. Question marks are utilized to indicate points of confusion in notes. _________
2. Cornell notes should be used before and during tutorials. __________
3. Potential test questions should be circled in the notes. __________
4. Repetition strategies cannot be used with note taken electronically. __________
5. Questions on the left side of the notes should correspond with the information on the right.
___________
6. A crease in the paper is evidence for chunking of notes. ____________
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English II: Unit I, Lesson 2
Learning Goals
Standards
CC.9-10.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says
for this Lesson
explicitly as well as inferences drawn from the text.
CC.9-10.R.L.4 & CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CC9-10RL5 Craft and Structure: Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
CC.9-10.RI.5 Craft and Structure: Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
CC. 9-10 W.6 Use technology, including the internet, to produce, publish, and update individual or shared writing
products, taking advantage of technology’s capacity to link other information and to display information flexibly and
dynamically.
CC. 9-10 W.8 Gather relevant information from multiple authoritative print and digital sources, using advanced
searches effectively; assess the usefulness of each source in answering the research question; integrate information
into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
Students Will Know
Students Will Be Able To
•Textual evidence/text support/annotation
•Critical /analytical judgments/inferences
•Concrete/abstract
•Patterns of organization (e.g., sequence,
chronological order, description, comparison,
problem/solution, simple cause/effect,
conflict/resolution)
•Ordering events (e.g., parallel plots)
•Manipulating time (e.g., pacing, flashbacks))
•Make strongly implied inferences about content, abstract ideas, and events in a text
and identify appropriate text support
•Identify/cite appropriate text support for inferences about content, concrete ideas
and author’s decisions in a text.
•Create self-motivated interpretations of text that are adapted during and after reading
•Analyze the relationship between text organization and development of ideas
•Analyze the relationship between form/structure and meaning in text
•Identify organizational structures (e.g., flashback, foreshadowing, pacing)
•Analyze how an author’s choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such
effects as mystery, tension, or surprise.
Lesson Essential Question
How does the order of events in the text (excerpt) create anticipation for the reader?
Activating Strategy:
Students are to complete an anticipation guide based on the story. Before they read the story, the guide assesses
prior knowledge and after reading, the guide allows teacher to analyze what students have learned. (Resource found
at the end of lesson)
Anticipation Guide also allows students to:
• Help students to activate their prior knowledge and experience and think about the ideas they will be reading.
• Encourage students to make a personal connection with a topic or unit of work so that they can integrate new
knowledge with their background experience and prior knowledge.
Key vocabulary to preview and vocabulary strategy
sequence, predict, anticipation, order of events, problem-solution pattern
Strategy : Frayer Model
http://www.nbss.ie/sites/default/files/publications/frayer_model_-_vocbulary_strategy_handout__copy_3.pdf
The Frayer Model is a graphical organizer used for word analysis and vocabulary building. This four-square model prompts
students to think about and describe the meaning of a word or concept by . . .
•Defining the term,
•Describing its essential characteristics,
•Providing examples of the idea, and
•Offering non-examples of the idea.
This strategy stresses understanding words within the larger context of a reading selection by requiring students, first, to analyze
the items (definition and characteristics) and, second, to synthesize/apply this information by thinking of examples and nonexamples.
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Steps to the Frayer Model:
1. Explain the Frayer model graphical organizer to the class. Use a common word to demonstrate the various components of the form. Model
the type and quality of desired answers when giving this example.
2. Select a list of key concepts from a reading selection. Write this list on the chalkboard and review it with the class before students read the
selection.
3. Divide the class into student pairs. Assign each pair one of the key concepts and have them read the selection carefully to find examples of
the term and define this concept. Have these groups complete the four-square organizer for this concept.
4. Ask the student pairs to share their conclusions with the entire class. Use these presentations to review the entire list of key concepts.
Lesson Instruction
Learning Activity 1: Show the first minute of the history video clip for the
selection (Online Extras: History Video) Holt McDougal Literature Online text:
M3 Man, Moment, Machine about the Apollo 13 voyage. Create a Headline
that produces anticipation based on the video clip. List 3 ideas that you would
want to answer in this potential article.
Assessment Prompt for Learning Activity 1: Write a $2.00 summary
explaining the term anticipation as it relates to author’s choices. Turn and talk
to your partner. Exchange responses and decide which response captures the
essence of the term clearly and concisely. If neither is clear and concise, revise
as a team. Share the finished product with the class.
Learning Activity 2: Explain to students that authors like film directors use
various methods to create anticipation for the readers. While students read
the selection using the PALS method, they will search for techniques that the
author uses to build anticipation or suspense. Each student will complete a
graphic organizer listing the descriptions, vivid verbs, phrases that cause fear
and frightening facts that indicate methods the author uses to build suspense.
Have pairs read from pg. 120 -123. Instruct students to meet with another
group of two and discuss their answers. Students may list additional ideas
they heard from new team on their charts.
Assessment Prompt for Learning Activity 2: Students will complete a 3, 2, 1
prompt answering the following: Provide three techniques authors use to
build anticipation and suspense; two examples of these techniques from the
story “Race to Save Apollo 13”; and one prediction as to what might happen
next. If time, share predictions with the class.
Learning Activity 3: Read pages 124 & 125 aloud to the students. Tell them
that they will continue to listen for techniques that the author uses to build
anticipation and suspense and list them in the charts. Model the skill
suspense. After completing the pages, explain that authors often use time to
create suspense. When there is a limited amount of time to do something
important, a sense of urgency is created. Have pairs identify the references to
time in lines 126 -129. Then point out to them that time gets shorter and
shorter with each mention. Explain that these time references create
suspense by raising the question of whether the astronauts will be able to get
out of the Odyssey before the total power shutdown. Think, Ink, Pair, Share:
Have students review their notes and choose the section of the story they felt
was the most suspenseful so far. Write two sentences explaining their choice
and why. Share answers with their partner. Take a survey to see if one
segment was chosen more than the others. Create graph depicting choices
made by each student. Share via Smart Board.
Assessment Prompt for Learning Activity 3: Quick Write: Explain how an
author uses time to build anticipation and suspense.
Graphic Organizer
Suspense Techniques Chart
Problem-Solution Chart
(Found at the end of lesson)
Assignment:
Have students view the video from
the History Channel entitled: “Race
to Save Apollo 13” (found on the
online text site under the Media &
Technology section –length
44minutes) Have students list
similarities and differences found
between the short story and the
film. Students will use the digital
story-telling site to create a digital
story depicting a specific excerpt
from the story taking into account
information from both mediums.
Students will present stories to the
class and use rubrics to evaluate
products.
http://digitalstorytelling.coe.uh.edu/
Alternate Assignment:
Act it Out: Recreate a Suspenseful
Situation
After rereading lines 1–9 with the
class, talk about how the dialogue
helps create suspense and what it
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Learning Activity 4: Continue to have students use the PALS reading method
to complete pages 126 -132. Students will continue to list examples of the
techniques the author uses to build anticipation and suspense. Students will
stop every two pages to summarize the story and make predictions. Teacher
will move around the classroom facilitating the PALS process, note-taking
process and summarizing process for groups. Finally, students will review their
anticipation guides to analyze their predictions. Students will make
corrections to predictions that were incorrect and indicate the pg. number in
the text that proves their answer is now correct.
Assessment Prompt for Learning Activity 4: Writing Prompt: The author,
Michael Useem, included extensive technical information in his account of
Apollo 13. How well did he balance the need to explain with the need to tell a
suspenseful story? Find examples to support your answer. (Use a cloze
procedure for students that may have written expression disorders or
processing struggles)
Learning Activity 5: Explain to students the author, Michael Useem, used the
problem-solution organizational pattern to order the events of the story,
“Race to Save Apollo 13”. Problem and Solution is a pattern of organization
where information in a passage is expressed as a problem or dilemma and a
solution or attempted solution. There are also a few signal words which may
indicate that information in a passage is ordered in the problem and solution
pattern of organization: proposes, suggests, solution, answer, remedy,
prevention, and fix. Have students return to the text with their partners and
reread pages 122, 126, and 130 to find examples of the problems and
solutions discussed in the story “Race to Save Apollo 13. Students will list
examples in the chart provided. Student will share out answers. If additional
support is needed, show students video clip on detecting problem-solution
patterns in text. https://wikis.engrade.com/patternsoforganization2
Assessment Prompt for Learning Activity 5: Create a three question multiple
choice quiz on problem-solution organizational patterns. Administer the quiz
to your partner and score. Provide feedback to your partner.
adds to the account.
Have students form small groups,
and ask each group to choose from
“The Race to Save
Apollo 13” a suspenseful situation
that is not presented primarily
through dialogue. Ask each group to
carefully reread that section of the
essay and to turn it into a dialogue.
Allow students time to create and
practice their scenes.
Challenge groups to consider how
they can create suspense through
words but also enunciation,
modulation of voice, tempo,
gestures/posture, and eye contact.
Have groups present their scenes to
the class. Students may either video
tape performance or present
performance live. Class members will
score presentations and provide
constructive feedback.
Summarizing Strategy:
How does the order of events in the text (excerpt) create anticipation for the reader? Write a letter to an absent
student explaining what has been learned in the lesson and answer the essential question.
Resources:
Research –When to use the Frayer Model:
http://www.sd43.bc.ca/secondary/gleneagle/Parents/LearningLab/Pages/Reading.aspx
http://www.sd43.bc.ca/secondary/gleneagle/Parents/LearningLab/Pages/SIOP-EAL-ELL.aspx
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Name___________________________________________ Date__________________
• Circle “Agree” or “Disagree” beside each statement below before you read your textbook,
page 118 The Race to Save Apollo 13.
• Following our class discussion of these statements, you will read noting page numbers
that relate to each statement.
• When you have finished reading, consider the statements again based on any new
information you may have read. Circle “Agree” or “Disagree beside each statement and
check to see whether your opinion has changed based on new evidence.
Before Reading
Statements
Agree/Disagree
John F. Kennedy said
the U. S. should become
the 1st nation to land on
the moon.
“Houston we’ve had a
problem comes from
Apollo 13.”
The president was not
there to see NASA
achieve his goal.
Millions of people were
unable to see the
astronaut on the moon
because many did not
have TV’s.
An Oxygen tank
exploded aboard Apollo
13 spacecraft Odyssey.
The Lunar Excursion
Module, Aquarius blows
up, leaving the crew with
no hope for survival.
Krantz hired another
team to work on the
Apollo 13 problem but
had no place for them to
work at Mission Control.
Mission Control would
need over two hours to
radio the start-up
sequence containing
hundreds of technical
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Page
#
After Reading
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
Agree/Disagree
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instructions that the
Apollo 13 astronauts
would need to copy by
hand.
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Name
Date
THE RACE TO SAVE APOLLO 13
TAKE NOTES (READING STRATEGY)
When you read information-rich text, it is a good idea to take notes to help you
understand and remember important information. Your notes may include key words
and phrases from the text, ideas rephrased in your own words, and diagrams.
“The Race to Save Apollo 13,” includes some “Take Notes” questions in the side column of the selection.
Use those questions to help you complete this chart.
Problem
Solution
The fuel cells that provided electricity to
Odyssey were losing pressure.
The astronauts shut down all power in
Odyssey and moved into the LEM.
Pg. 122: What problems did Krantz want to prevent at Mission Control?
Pg. 126: Summarize the reasons Kranz created a new team that would work in a separate room?
Pg. 130: How did Ken Mattingly help solve the problem of repowering the command module?
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Name
Date
THE RACE TO SAVE APOLLO 13
Text Analysis
SUSPENSE IN NONFICTION
Even in historical narratives where the reader knows the outcome, an author can create
suspense, a feeling of excitement or tension about what will happen next. A nonfiction
writer may create suspense by raising questions about the outcome of a situation or by
emphasizing the risks involved.
Directions: In “The Race to Save Apollo 13,” look for details the author uses to keep
you in suspense. Record them in the chart. Some examples have been done for you.
Techniques Used to
Create Suspense
1. Descriptions
Details in the Text
“transfixed and horrified” (line 18)
2. Vivid Verbs
3. Phrases That Cause
Fear
4. Frightening Facts
“the test of a lifetime” (line 9)
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English II: Unit I, Lesson 3
Learning Goals for Standards
CC.9-10.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text
this Lesson
says explicitly as well as inferences drawn from the text.
CC.9-10.R.L.4 & CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CC9-10RL5 Craft and Structure: Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
CC.9-10.RI.5 Craft and Structure: Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how an
author uses rhetoric to advance that point of view or purpose.
CC9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Students Will Know
Students Will Be Able To
•Textual evidence/text support/annotation
•Concrete/abstract
•Generalizations
•Literary text
•Author’s decisions(e.g., paragraphing, quotations, organization
of text, formatting devices, mode of development used, notes to
readers)
•Patterns of organization (e.g., sequence, chronological order,
description, comparison, problem/solution, simple cause/effect,
conflict/resolution)
•Manipulating time (e.g., pacing, flashbacks))
•Elements of style (e.g., tone, word choice, sentence structure)
•Mood and tone (e.g., mystery/suspense, tension, surprise)
•Make strongly implied inferences about content, abstract ideas, and events
in a text and identify appropriate text support
•Use the combination of explicitly stated information, background
knowledge, and connections to the text to answer questions they have as
they read
•Make critical or analytical judgments to make generalizations
Analyze the relationship between text organization and development of
ideas
•Analyze the relationship between form/structure and meaning in text
•Identify organizational structures (e.g., flashback, foreshadowing, pacing)
•Analyze how an author’s choices concerning how to structure a text, order
events within it (e.g., parallel plots), and manipulate time (e.g., pacing,
flashbacks) create such effects as mystery, tension, or surprise.
Lesson Essential Question
How do various organizational patterns convey meaning and purpose?
Activating Strategy:
Paragraph Sort: Students will partner in groups of two or three and classify paragraphs into patterns of organization.
Students will have six different paragraphs to sort into four categories. Groups will each present their classification
strategies and why each paragraph would fit into the specific categories. The four categories are chronological,
problem/solution, cause/effect, and compare/contrast.
http://www.smekenseducation.com/Teach-Readers-to-Discern-Text-Structure.shell&print=1
Key vocabulary to preview and vocabulary strategy
chronological order, cause and effect, classification, comparison/contrast, problem/solution, main idea/supporting
details
Have students complete a layered-look foldable for each pattern of organization. Students will utilize this graphic
organizer throughout the lesson. Each pattern should have the definition in the student’s own words, signal words
used and a graphic representation. http://sblc.registereastconn.org/foldables/LayeredLookBook.pdf
DSCYF EDUCATION UNIT
Lesson Instruction
Learning Activity 1: Introduce essential question again (How do various
organizational patterns convey meaning and purpose?) through PowerPoint
found on DSCYF-Education Wiki –Patterns of Organization.
http://dscyfeducation.wikispaces.com/ELA+Resources
As the teacher introduces each text structure ask students to add one more
idea to each pattern of organization found on foldable created.
Assessment Prompt for Learning Activity 1: Students will complete word
match card sort independently. Students will pair with a classmate and check
answers. Students will share their answers with the class.
Learning Activity 2: Students will partner with a classmate to read the article
“The Plot Against People” pgs. 532 – 537 using the “say something” reading
method. Pairs will be searching for clues to determine the type of
organizational pattern/text structure being used by the author. After reading
the text, the teacher will have the class vote as to what type of organizational
pattern is being used. Then pairs will support choices by providing the
evidence collected during the “say something” reading process. The teacher
will lead class to consensus that the format used was classification. Students
will reread the article and complete the classification chart providing
examples and characteristics of each classification type.
Assessment Prompt for Learning Activity 2: 3, 2, 1 –Students will provide
three signal words used in the classification format, two sentences
exemplifying pattern and one definition of pattern.
Learning Activity 3: Introduce text through Holt/McDougal power notes and
video trailer found on teacher resource page for text: “Why Leaves Turn Color
in the Fall” pgs. 538 -547. Students will then read text using the “say
something” reading process. Teams will search for clues to demonstrate the
pattern of organization used. Diane Ackerman uses three patterns of
organization so teams should find evidence of all three (cause/effect,
compare/contrast and main idea/detail). Students will vote on the pattern
they believe the text exemplifies. Pairs will then justify their votes using the
evidence they collected. Teacher will lead class to the understanding that
sometimes texts use several patterns of organization. Students will reread
text to find two examples of cause & effect organization and complete the
chains on the chart. Results will be shared with class.
Assessment Prompt for Learning Activity 3: Given twenty signal words, have
students classify them into four patterns of organization (classification,
cause/effect, compare/contrast and problem/solution).
https://www.friends.edu/sites/default/files/pdf/05_Organization.pdf
Graphic Organizer
Classification Chart
3, 2, 1
Patterns of organization Chart
Assignment
SHORT STORY: A DAY WITHOUT
CONVENIENCES
As Russell Baker points out, people
rely on appliances, cars, tools, and other
modern conveniences. Ask students to
prove that statement by making a list of
the modern conveniences that they use
in an average day.
Then have students write a short story
about the day when all their modern
conveniences went on strike. How did
their life change for the day? What did
they miss most? What was easiest to do
without? What did they learn from the
experience? Encourage students to
answer these questions as they write
their stories. Remind them, too, that the
stories should include characters,
setting, plot, and theme. Compile the
stories into a class anthology.
Pre-AP Challenge: Have students
present one of the stories as a one-act
play.
DSCYF EDUCATION UNIT
Summarizing Strategy
Quick Write: Answer the essential question, How do various organizational patterns convey meaning and purpose?
Students will share summaries with class.
Resources:
Text Structure: http://msjordanreads.com/2012/04/19/non-fiction-text-structures/
http://home.roadrunner.com/~EXCELLENCE1/Text%20Structure%20Study%20Guide.pdf
http://www.studygs.net/trans/wrtstr6a.htm
http://teach.clarkschools.net/jbernhard/Literacy_Web/Units/Nonfiction_Handbook_Text_Structure.pdf
http://www.ccisd.com/Page/13362
DSCYF EDUCATION UNIT
Name
Date
THE PLOT AGAINST PEOPLE
COPY MASTER
Reading Skill
RECOGNIZE CLASSIFICATION
A pattern of organization refers to the way a writer arranges ideas and information.
One pattern of organization is classification. To classify is to sort ideas or objects into
groups that share common characteristics.
Directions: In the chart, list the examples for each category of objects. Then write the
characteristics that the objects in each category share. An example has been done for
you.
Category
Examples
Characteristics
car, washing machine
create maximum frustration
for people
Things that don’t work
Things that break down
Things that get lost
DSCYF EDUCATION UNIT
Name
WHY LEAVES TURN COLOR IN THE FALL
Date
COPY MASTER
Reading Skill
PATTERNS OF ORGANIZATION
When writers explain a process, they can organize their information by cause and effect,
compare and contrast, and main idea and supporting details. A cause is the reason
why something happens. An effect is what happens as the result of a cause.
Directions: Fill in the two cause-and-effect chains to show why leaves turn color and
why they fall.
DSCYF EDUCATION UNIT
DSCYF EDUCATION UNIT
DSCYF EDUCATION UNIT
English II: Unit I, Lesson 4
Learning Goals for Standards
CC.9-10.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says
this Lesson
explicitly as well as inferences drawn from the text.
CC.9-10.R.L.4 & CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in
the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on
meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CC9-10RL5 Craft and Structure: Analyze how an author's choices concerning how to structure a text, order events
within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or
surprise.
CC.9-10.RI.5 Craft and Structure: Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
CC9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Students Will Know
Students Will Be Able To
•Textual evidence/text support/annotation
•Content/abstract idea
•Author’s decisions(e.g., paragraphing, quotations, organization of
text, formatting devices, mode of development used, notes to
readers)
•Critical /analytical judgments
•How to analyze
•Author’s Choices
•Identify/cite appropriate text support for inferences about content,
concrete ideas and author’s decisions in a text.
•Identify how author’s choices affect central ideas
•Differentiate between strong and weak textual support
•Use the combination of explicitly stated information, background
knowledge, and connections to the text to answer questions they have
as they read
•Supply strong and thorough textual support for analysis of a text
•Make connections between conclusions they draw and other beliefs or
knowledge
Lesson Essential Question
How do readers use textual evidence to answer questions, confirm predictions, and support responses?
Activating Strategy
With a small group, create a word web that details some of the challenges a refugee might face. Then write a short
paragraph in which you imagine what it would be like to live in an entirely new culture.
Key vocabulary to preview and vocabulary strategy
Refugee, tumultuous, somnambulist, refugee camp
Vocabulary Strategy: Possible Sentences is a pre-reading strategy that focuses on vocabulary building and student prediction prior
to reading. In this strategy, teachers write the key words and phrases of a selected text on the chalkboard. Students are asked to:
•Define all of the terms.
•Group the terms in related pairs.
•Write sentences using these word pairs.
These "possible sentences" introduce the important skill of pre-reading prediction. Students then "check" their predictions by a
close, careful reading of the text selection.
Steps to Possible Sentences:
1. Prior to the reading assignment, list all significant vocabulary words in a reading selection on the chalkboard.
2. Ask students to define the words and select pairs of related words from the list.
3. Require students to write sentences using each of the word pairs that they might expect to appear in the selection, given its
title and general subject area.
4. Select several students to write their "possible sentences" on the chalkboard. Engage the students in a discussion of the
appropriateness of the word pairing and the "plausibility" of each sentence as a "possible sentence" in the selection.
5. Have students read the selection and test the accuracy of their predictions. Sentences that are not accurate should be revised.
Poll the class for common accurate and inaccurate predictions. Discuss possible explanations for the success or failure of these
predictions.
http://www.readingeducator.com/strategies/possible.htm
DSCYF EDUCATION UNIT
Lesson Instruction
Learning Activity 1: Read the first ten lines of “A Letter to a Refugee” (pgs.
490 – 493) aloud, students should be listening for who the author is
addressing in the essay and why. After reading, ask students to turn and talk
to a partner and discuss the setting and the characters. Then students will
make predictions about information the author is about to share with refugee.
Students will continue to listen to the audio reading of the essay. Students will
listen and list phrases that describe the life of a refugee.
Assessment Prompt for Learning Activity 1: 3, 2, 1 –Students will list three
characteristics describing the life of a refugee, two characters from the essay,
one sentence describing why the author wrote the essay.
Learning Activity 2: Ask the students: What if you had to flee your country?
Think, Ink, Pair, Share: Have students reread lines 17–21. Ask them to list
three effects of the author’s traumatic experience as a refugee. Allow
students to share answers with their partner and make adjustments if
necessary. Have each pair share their responses with the class. In lines 27–61
the author offers a list, or catalog, of do’s and don’ts for the young Albanian
refugee. With a partner, students should summarize the main points of his
list. Share summaries with the group. Remind students that focusing on the
writer’s list of directions (for how to feel and behave) is one way to find the
message in the essay. Model for the class how to identify the main idea of the
first paragraph to find the author’s message. Have students work in pairs to
state the main idea of each paragraph on page 192. Students will complete a
Main Idea and Details chart to help them with this task. Teacher will move
around the room questioning groups and guiding them toward appropriate
responses.
Assessment Prompt for Learning Activity 2: Students will use the letters that
spell the word REFUGEE to create an acrostic that provides on word or phrase
summarizing the main ideas of the story. Students will share summaries.
Learning Activity 3: Explain the differences between an essay and poetry.
When you read, it is important to keep in mind the genre of a work—whether
the work you are reading is nonfiction, fiction, drama, poetry, or myth. A
writer’s choice of genre can greatly affect how the central message of a piece
is communicated. For example, writers of nonfiction usually rely on direct
statements and evidence to convey their messages. Poets, on the other hand,
rely more heavily on imagery, figurative language, and mood to express their
themes. You can see this for yourself in the essay and poem that follow. Both
focus on a similar topic—the experiences of a refugee—but in each the writer
conveys his unique message with the elements and techniques of his
particular genre. As you read, try to determine each writer’s message by
paying attention to the following.
the Essay
• direct statements
• facts, examples, and other details drawn from the writer’s experiences
• the list of directions for how to feel and behave
• tone
• the writer’s final piece of advice
In the Poem
Graphic Organizer
3, 2, 1
Main Idea/Details Chart
Acrostic
Author’ Message Chart
Genre Comparison Chart
Assignment
ANOTHER HARROWING STORY
Despite the distance in time, Andrew
Lam and Tu Fu both suffered the
pain and ter-ror of a refugee’s life.
Yet each exile’s experience is unique
and personal. Direct students’
attention to the photographs of
refugees on pages 488 and 491. Then
re-read Andrew Lam’s final advice to
the Albanian refugee: “For though
the story of how you suffered, how
you lost your home, your loved ones,
and how you triumphed is not new,
it must always be told.”
Ask students to write a short story or
poem about the subject of one of
these photographs. Encourage them
to consider Andrew Lam’s words as
they tell the story.
DSCYF EDUCATION UNIT
• words and phrases describing the speaker’s thoughts and
feelings
• vivid imagery
• figurative language
• mood
• the lesson or message you take away
Students will work with a partner to reread essay, “A Letter to a Refugee” to
find examples of elements the author used to convey his message. Students
will share out answers. Teacher will read poem aloud while students search
for elements in the poem that assists in conveying the author’s message.
Students will list these in their graphic organizer.
Assessment Prompt for Learning Activity 3: Students will complete Genre
Comparison chart independently and share with class.
Complete short quiz on “A Letter to a Refugee” and “Song of P’eng-ya”.
Students may use graphic organizers to complete the quiz.
Summarizing Strategy
How do readers use textual evidence to answer questions, confirm predictions, and support responses? Answer this
question by completing “The Most Important Thing” summarizer.
The important thing about using textual evidence to answer questions,
confirm predictions, and support responses is ___________
_____________________________________________ .
It___________________________________________
It___________________________________________
It___________________________________________
But the important thing about ________ is ___________
_________________________________________ .
DSCYF EDUCATION UNIT
Main Idea & Details Chart
Page 192
Main Idea
RISE EARLY
Details
• Food lines are long, no matter how early you are there.
• Protect yourself from rising sun.
• It can take half a day for food.
DSCYF EDUCATION UNIT
LETTER TO A YOUNG REFUGEE FROM ANOTHER / SONG OF P’ENG-YA
Diagnostic and Selection Tests 137
Grade 10
Assessment File
Selection Test B/C
Comprehension
Read each of the following questions. Then choose the letter of the best answer.
(6 points each)
1. In “Letter to a Young Refugee from Another,” Andrew Lam is addressing
A. the father he left behind
B. a young Albanian child
C. a mother fleeing her home
D. Vietnamese politicians
2. What is the message in the following sentence from “Letter to a Young Refugee from Another”? “The food
line is always long and no matter how early you are there, there will always be a line.”
A. Begging for food is discouraged.
B. Your survival depends on luck.
C. People never have enough to eat.
D. You have to fight for a place in line.
3. Which quote from “Letter to a Young Refugee from another” shows Lam’s message that you must be
fierce to survive?
A. “Be alert. Listen to gossips and news. Find out what is coming down the line:”
B. “Arm yourself, if you can, with a knife or a stone, and guard your family . . .”
C. “Console your inconsolable mother and sister.”
D. “The immediate thing is to learn to rise as early as possible.”
4. What is the meaning of the following sentence from “Letter to a Young Refugee from Another”?
“Throughout the green tent city that flapped incessantly in the wind was the music of sorrow and grief.”
A. The wind sounded like people crying.
B. It was impossible to focus on sadness.
C. The music drowned out people crying.
D. The sounds of grieving filled the air.
5. Which quote from “Song of P’eng-ya” shows desperation?
A. “I hugged her to my chest, muffling her mouth,”
B. “through mud and slime we pulled each other on.”
C. “a whole day advanced us no more than three or four li.”
D. “The little boy pretended he knew what was happening;”
6. Which feeling is conveyed in “Song of P’eng-ya” by the image of “A whole family endlessly trudging”?
A. hope
B. fear
C. despair
D. anger
7. Which is Tu Fu’s message about refugees in “Song of P’eng-ya”?
A. They need luck to survive.
DSCYF EDUCATION UNIT
B. They face an uncertain future.
C. We are all refugees in some way.
D. Transporting children is difficult.
8. The theme of “Song of P’eng-ya” is
A. stay away from dangerous trails
B. you can’t survive without help
C. avoid governments that oppress
D. friendship and love ease hardship
Written Response
Short Response On a separate sheet of paper, answer the following questions based on your knowledge of
the selections. (10 points each)
11. Name three things the author of “Letter to a Young Refugee from Another” says a refugee must do to
survive.
12. Provide two images from “Song of P’eng-ya” that show the difficulties the refugees faced.
Extended Response Answer one of the following questions based on your knowledge of the selections.
Write one or two paragraphs on a separate sheet of paper. (20 points)
13. Compare the two selections. Give two ways in which they are alike and two ways in which they are
different.
14. Challenge Explain how “Letter to a Young Refugee from Another” offers a message of hope.
Provide two examples from the essay to support your answer.
DSCYF EDUCATION UNIT
Name
Date
LETTER TO A YOUNG REFUGEE FROM ANOTHER
COPY MASTER
Text Analysis
AUTHOR’S MESSAGE ACROSS GENRES
The genre of a work is its literary classification. Different genres include nonfiction, fiction,
drama, poetry, and myth. Writers chose the genre to communicate their purpose clearly. Writers
of nonfiction, for instance, convey their message through direct statements.
Directions: In the chart, write examples of each element from the first column to
determine the message of “Letter to a Young Refugee from Another.” One example has
been done for you.
Elements of an Essay
Examples from the Text
Direct statement
“Only years later . . . did it slowly dawn on
me what I had experienced: terror.”
Facts, examples, and other details drawn
from the writer’s experience
The list of directions for how to feel and
behave
Tone
The writer’s final piece of advice
DSCYF EDUCATION UNIT
Name
Date
SONGS OF P'ENG-YA
COPY MASTER
Text Analysis
AUTHOR’S MESSAGE ACROSS GENRES
The genre of a work is its literary classification. Different genres include nonfiction,
fiction, drama, poetry, and myth. Writers chose the genre to communicate their purpose
clearly. Writers of poetry, for instance, convey their theme through imagery, figurative
language, and mood.
Directions: In the chart, write examples of each element in the first column to determine the
message of “Song of P’eng-Ya.” One example has been done for you.
Elements of a Poem
Examples from the Poem
Words and phrases
describing the speaker’s
thoughts and feelings
“and I think how it would be to have strong wings
that would carry me away, set me down before
you.”
Vivid imagery
Figurative language
Mood
The lesson or message you
take away
DSCYF EDUCATION UNIT
Name
Date
LETTER TO A YOUNG REFUGEE FROM ANOTHER / SONG
OF P’ENG-YA
COPY MASTER
Text Analysis
COMPARING ACROSS GENRES
Often, works are paired because they have a similar topic, message, or theme. This is
true of the essay, “Letter to a Young Refugee from Another” and the poem, “Song of
P’eng-Ya.” Reading the two works together helps enrich your understanding of each
author’s message.
Directions: Fill in the chart with details from the essay and the poem to help you
identify each author’s message.
Points of Comparison
What situation does the
person face?
What living conditions are
experienced?
What qualities help the
person survive?
Write a sentence stating the
author’s message as you
interpret it.
What techniques does each
author rely on most?
In the Essay
In the Poem
DSCYF EDUCATION UNIT
English II: Unit I, Lesson 5
Learning Goals
Standards
CC.9-10.RL.1 Key Ideas and Details: Cite strong thorough textual evidence to support analysis of what the text says
for this Lesson
explicitly as well as inferences drawn from the text.
CC.9-10.RI.1 Key Ideas and Details: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
CC.9-10.R.L.4 & CC.9-10.R.I.4 Craft and Structure: Determine the meaning of words and phrases as they are used in the
text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning
and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
CC9-10RL5 Craft and Structure: Analyze how an author's choices concerning how to structure a text, order events within
it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
CC.9-10.RI.5 Craft and Structure: Analyze in detail how an author’s ideas or claims are developed and refined by
particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
CC.9-10.R.I.6 Craft and Structure: Determine an author’s point of view or purpose in a text and analyze how an author
uses rhetoric to advance that point of view or purpose.
CC9-10W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
a.
Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an
organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Students Will Know
Students Will Be Able To
•Textual evidence/text support/annotation
•Rhetorical strategies (e.g., persuasive words, anecdotes, figurative
language, emotional words, humor, questions, repetition, irony)
•Critical /analytical judgments
•How to analyze
•Author’s Choices
•Identify rhetorical strategies used by an author in a text
•Analyze an author’s choice of rhetorical strategies
•Explain an author’s use of rhetorical strategies with strong and
thorough evidence from the text
Lesson Essential Question
How do authors use rhetorical strategies to indicate their viewpoint and convey important ideas of a text?
Activating Strategy
Discuss several types of rhetoric students will be analyzing using the linked PowerPoint.
http://dscyfeducation.wikispaces.com/ELA+Resources
Students will view a clip from “A Time to Kill” http://www.youtube.com/watch?v=4lnRK8QpC14 and “The American
President” http://movieclips.com/G6ax-the-american-president-movie-videos/ to build background knowledge
surrounding rhetoric.
Key vocabulary to preview and vocabulary strategy
Rhetoric, anecdotes, repetition, parallelism, rhetorical question
http://www.readwritethink.org/classroom-resources/mobile-apps/trading-cards-30922.html or
http://www.pafa.net/2008/08/testing/
Each student pair will complete a vocabulary trading card for one of the words above. Student’s cards must contain a
graphic, student definition, synonym, antonym, and an example. Students will use sites above or create own template
on Word. A card will be printed out for each student. These will be utilized throughout lesson.
Lesson Instruction
Learning Activity 1: Discuss with students the definition of rhetoric (i.e., the
art of effective or persuasive speaking or writing achieved through the use of
devices and strategies). When attempting to affect change, writers must
consider the context in which they are writing. This context is based on the
audience to whom they are speaking and the occasion for which they are
writing. Now students will work with a partner to identify examples of
repetition and parallelism within the excerpt: “Commencement Address”.
Pairs will share out their findings.
Commencement Address
Speech by Anna Quindlen
Graphic Organizer
Rhetorical Devices Chart
Claim/Reason/Evidence Chart
DSCYF EDUCATION UNIT
Set aside the old traditional notion of female as nurturer and male as leader;
set aside, too, the new traditional notions of female as superwoman and male
as oppressor. Begin with that most terrifying of all things, a clean slate. Then
look, every day, at the choices you are making, and when you ask yourself why
you are making them, find this answer: for me, for me. Because they are who
and what I am, and mean to be.
This is the hard work of your life in the world, to make it all up as you go along,
to acknowledge the introvert, the clown, the artist, the reserved, the
distraught, the goofball, the thinker. You will have to bend all your will not to
march to the music that all of those great “theys” out there pipe on their
flutes. They want you to go to professional school, to wear khakis, to pierce
your navel, to bare your soul. These are the fashionable ways. The music is
tinny, if you listen close enough. Look inside. That way lies dancing to the
melodies spun out by your own heart. This is a symphony. All the rest are
jingles. Yellow = repetition; Blue = parallelism
Assessment Prompt for Learning Activity 1: Teacher will project excerpts on
white board/Smart Board demonstrating the use of either repetition or
parallelism. Students will hold up paddle or vocabulary trading card indicating
the rhetorical device used in each text.
Learning Activity 2: Teacher will provide information and examples describing the
use of rhetorical questions. Explain that a rhetorical question is a question that
doesn’t require an answer. Such a question is a device that persuasive writers and
speakers often use to suggest that their arguments are so strong that the answer
is obvious. An example of this is the quote from The Merchant of Venice: Shylock:
“If you prick us, do we not bleed? If you tickle us, do we not laugh? If you poison
us, do we not die? And if you wrong us, shall we not revenge?” Ask students to
pair up and develop two rhetorical questions based on the information learned.
Students will share questions. Students will then read Anna Quinlan’s “Doing
Nothing is Something” using the PALS reading strategy. Students will look for
repetition, parallelism and rhetorical questions as they read the short story.
Students will use chart to collect evidence of the rhetorical devices found.
Students will share examples with class.
Assessment Prompt for Learning Activity 2: Cloze Paragraph –
WHAT IS RHETORIC?
It's powerful language, used purposely to _____________ or ____________the audience. We call
the devices writers use "rhetorical devices."
TWO SUCH RHETORICAL DEVICES ARE _______________________ AND
_____________________________.
Repetition uses the same word or words _____________ ______________ _____________ for
emphasis:
"Freedom leads to prosperity. Freedom replaces ancient hatreds among the nations with comity
and peace. Freedom is the victor" (President Ronald Reagan).
Parallelism is the use of ____________________ grammatical constructions to express ideas that
are related or of equal importance; it often creates an appealing _______________________.
"Let us rise up tonight with a greater readiness. Let us stand with a greater determination. And let
us move on in these powerful days, these days of challenge to make America what it ought to be"
(Martin Luther King, Jr.).
What is a rhetorical question?
It is a question that _____________ _______________ _____ ______________ because the answer
is not the point. The question is asked in order to show that the argument is so strong, the answer is
so ____________.
Assignment ~
Extended Constructed Response:
Editorial
Write a three-to-five-paragraph
editorial in which you argue that
children reap greater benefits
from participating in structured
activities.
Make sure they provide valid
reasons and evidence to support
claim as well as rhetorical devices
such as parallelism, repetition, or
rhetorical questions.
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Learning Activity 3: Explain to students that a claim is the writer’s position on a
problem or an issue. The perspective revealed in the claim may change from
argument to argument. At the heart of every argument is a claim, the writer’s
position on an issue. To convince readers that a claim is valid, a writer must offer
support, which may consist of
• reasons that explain or justify an action, a belief, or a decision
• evidence in the form of facts, statistics, examples, or the views of experts. Tell
students that to determine the writer’s claim they begin by asking themselves:
What does the writer want me to do or believe? Have students pair up and read
the excerpt below to determine the author’s claim.
The right to vote for the leaders of our state and nation is a freedom that
separates our country from so many others in the world. In order for democracy
to work in America, people must exercise this privilege. (and vote)
Voting is a way to have a voice in our government—whether you want to ensure
that your children receive the best education; or that you will collect your social
security benefits upon retirement; or that your taxes will support research for
life-threatening diseases. Our leaders, whether it be your local mayor or the
President, make decisions that affect your life. *Found on page 633 of text.
Students will share answers.
Pairs will then read lines 56-75 on page 641 to determine the claim in essay
“Doing Nothing is Something”. Groups will share answers and continue to search
text for the reasons and evidence the author gives to support the claim: We need
to allow children to have downtime in the summer. Teacher will circulate the
classroom facilitating this process. Groups will share answers with the class.
Assessment Prompt for Learning Activity 3: Read AmeriCorps: Are you up to the
challenge? find the claim, two pieces of evidence that support on reason in the
claim and three reason the author gives to support the claim.
Summarizing Strategy
How do authors use rhetorical strategies to indicate their viewpoint and convey important ideas of a text? Students
complete a quick write to explain their thinking about rhetorical devices and answer the essential question.
Resources
http://ariegelsbergerportfolio.wikispaces.com/file/view/Rhetorical+Video+Activity.pdf
http://www.louisianabelieves.com/docs/default-source/teacher-toolbox-resources/unit-plan---ela---grade-10-sample---what-isrhetoric.pdf?sfvrsn=2
http://filmandmedia12.wikispaces.com/Teaching+Rhetoric+Using+Advertisements,+Canonical+Texts,+and+Film
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What is Rhetoric?
Rhetoric - detail from Martin de Vos, "Allegory of the Seven Liberal Arts," Public Domain, Wikimedia.
“What is rhetoric?” you may ask. There are many definitions available. As a scholar of rhetoric, I offer
my current definition.
Rhetoric is the study and practice of communication that persuades, informs, inspires, or entertains
target audiences in order to change or reinforce beliefs, values, habits or actions.
Rhetoric is basically the strategic use of communication to accomplish purposes with target audiences. It
can be used for ethical and unethical purposes, but ought to be used for good ends and to enhance
truthful and honest messages.
Rhetoric is defined by its function, not by a communication medium, topic, or social location.
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
Rhetoric is not limited to writing and speech, but occurs through all media and genres. Rhetoric
may be performed and appreciated in music and the arts, in greeting cards, Twitter posts,
advertising, architecture, and elementary education.
Rhetoric is not restricted to politics and public discourse, but is potentially an aspect of
communication on every topic and every social situation. Therefore its strategies must also vary
by situation and audience.
Rhetoric need not have an external, human audience. One could even say we persuade ourselves
through our internal decision-making processes. Spiritual practices often include divine persuasion
and communion through prayer.
Rhetoric functions even where it is not announced or acknowledged, and is even used by those who deny
it and defame it.
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Most people practice rhetoric all the time without consciously applying it or studying it, just as we
can all think without having to study philosophy or psychology.
Because “rhetoric” has often been portrayed as empty, false, argumentative, or manipulative,
many people dismiss it, avoid it, or blame it for many ills in the world. However, rhetoric, like
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many other human arts, achieve its greatest purpose when used to communicate and enhance truth,
mutual understanding and beauty.
Sometimes communicators expressly deny that they are using rhetoric. However, the most
powerful forms of rhetoric are those that hide their own strategies and intentions.
Many people accuse others of using rhetoric as if using it is not ethical or appropriate. However,
even the condemnation of someone else’s rhetoric is itself an act of rhetoric persuading you to
agree with their judgment.
Rhetorical study not only brings deeper understanding of strategic communication, but guides our
practical use of it. Rhetoric is an art through which people learn to improve their own communication
and adapt it to specific audiences and purposes. It also helps us learn to discern the excellence and
weakness of our own and others’ rhetoric. Rhetorical study & education occurs through several means:

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
Individual, everyday practice and reflection on one’s own communication – We learn through
painful trial and error and by reflecting on what we observe. We adjust our own rhetoric
sometimes without even being aware of altering our strategies, and other times we use conscious
effort.
Rhetorical enculturation and popular rhetorical advice – We can find examples and advice about
effective or ineffective rhetoric in self-help books, magazine articles, and churches, among other
places. Our society continually teaches people how to communicate in certain situations or to
achieve certain purposes.
Formal study of rhetorical theory, criticism, history, and practice – This is usually facilitated
through Rhetoric courses at an institution of higher education, or through a speaking or debate
club or corporate workshop that incorporates the rhetorical tradition. University courses usually
teach the “rhetorical tradition” represented by a canon of rhetorical theorists and famous
orators/writers/leaders. They often engage students in applying rhetorical principles to their
production of discourse in writing, speech, or other media.
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Name
Date
DOING NOTHING IS SOMETHING
Text Analysis
RHETORICAL DEVICES
Rhetoric is the art of persuasion through language. Writers use certain rhetorical
devices to strengthen their arguments. These may include repetition, the repeated use of
a word or phrase for emphasis, and parallelism, the repeated use of similar grammatical
constructions to express related ideas or rhetorical questions, questions that do not
require answers.
Directions: Record examples of Anna Quinlan’s use of rhetorical devices and identify their
effects. One example has been done for you.
Repetition
Effect
Parallelism
Effect
Rhetorical Question
Effect
Do most adults really want to stand in line for
Space Mountain or sit in traffic to get to a shore
house that doesn’t have enough saucepans?
Readers begin to agree with the author and
question overscheduling.
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Name
DOING NOTHING IS SOMETHING
Date
COPY MASTER
Text Analysis
ARGUMENT
To present a clear argument, an author first makes a claim. That claim is his or her position on the
topic. To present a convincing argument, the author must then support the claim with reasons and
evidence.
Directions: Use this chart to record the reasons and support that Anna Quindlen provides for her
claim. An example has been done for you.
Claim: We need to allow children to have downtime in the summer.
Reason
Evidence
Children are overscheduled.
A suburb set aside one night free of
homework, athletic practices, and after school
events.
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AmeriCorps: Are you up to the challenge?
Put your idealism to work through AmeriCorps. Make a community safer. Help a kid get a real education.
Protect the environment. Whatever your interest, there’s an AmeriCorps program that needs your courage,
your skills, and your dedication. Do something special, something unique, something exciting. Are you up to
the challenge?
You decide where and how to serve.
Each year, more than 40,000 members serve with programs in every state in the nation. You can tutor kids
in your own community, or build new homes for families far away from your home. Restore coastlines or
help families traumatized by domestic violence. You might do the work yourself, or help others serve by
organizing projects and recruiting volunteers. Whatever you do, there’s an AmeriCorps challenge just
waiting for you.
Get an education, experience, and skills.
You’ll learn teamwork, communication, responsibility, and other essential skills that will help you for the rest
of your life. And you’ll gain the personal satisfaction of taking on a challenge and seeing results.
You will be able to pay your bills.
After successfully completing a term of service, AmeriCorps members who are enrolled in the National
Service Trust are eligible to receive an education award. The education award can be used to pay education
costs at qualified institutions of higher education or training, or to repay qualified student loans. The award
currently is $4,725 for a year of full-time service, with correspondingly lesser awards for part-time and
reduced part-time service. A member has up to seven years after his or her term of service has ended to
claim the award. . . .
Ready to take the next step and apply to AmeriCorps?
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