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K-U-D (Know, Understand, Do) Chart
11th Grade/ American Literature
Unit One: Concept-Early American Writing
Content Standards:
Focus Standards
RL Standard One
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters uncertain.
RL Standard Five
Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin
or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as
well as its aesthetic impact.
Support Standards
CCSS RL 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining
CCSS RL 2: Determine two or more themes or central ideas of a text and analyze in detail their development over the course of the
text, including how they interact and build on one another to produce a complex account; provide an objective summary of the text.
CCSS RL 3: Analyze the impact of the author's choices regarding how to develop and relate elements of a story or drama (e.g., where a
story is set, how the action is ordered, how the characters are introduced and developed).
CCSS RL 5: Analyze how an author's choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or
end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic
impact.
CCSS RL 7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or
poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an
American dramatist.)
CCSS RL 9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American
literature, including how two or more texts from the same period treat similar themes or topics.
CCSS RI 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn
from the text, including determining where the text leaves matters
CCSS RI 3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and
develop over the course of the text.
CCSS RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical
meanings; analyze how an author uses and refines the meaning of a key term or terms over the course of a text (e.g., how Madison
defines faction in Federalist No. 10).
CCSS RI 5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including
whether the structure makes points clear, convincing, and engaging.
CCSS RI 6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style
and content contribute to the power, persuasiveness or beauty of the text.
CCSS RI 7: Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively)
as well as in words in order to address a question or solve a problem.
CCSS RI 8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of
legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the premises, purposes, and arguments in works of
public advocacy (e.g., The Federalist, presidential addresses).
CCSS RI 9: Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary
significance (including The Declaration of Independence, the Preamble to the Constitution, the Bill of Rights, and Lincoln's Second
Inaugural Address) for their themes, purposes, and rhetorical features.
CCSS W 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and
sufficient evidence.
CCSS W 1a: Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate
or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
CCSS W 1b: Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing
out the strengths and limitations of both in a manner that anticipates the audience's knowledge level, concerns, values, and possible
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biases.
CCSS W 1c: Use words, phrases, and clauses as well as varied syntax 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.
CCSS W 1d: Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in
which they are writing.
CCSS W 3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and wellstructured event sequences.
CCSS W 3a: Engage and orient the reader by setting out a problem, situation, or observation and its significance, establishing one or
multiple point(s) of view, and introducing a narrator and/or characters; create a smooth progression of experiences or events.
CCSS W 3d: Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events,
setting, and/or characters.
CCSS W 4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and
audience. (Grade-specific expectations for writing types are defined in standards 1-3 above.)
CCSS W 5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on
addressing what is most significant for a specific purpose and audience.
CCSS 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.
CCSS W 8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively;
assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text
selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for
citation.
CCSS W 9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
CCSS W 10: Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single
sitting or a day or two) for a range of tasks, purposes, and audiences.
CCSS L 4: Present information, findings, and supporting evidence, conveying a clear and distinct perspective, such that listeners can
follow the line of reasoning, alternative or opposing perspectives are addressed, and the organization, development, substance, and
style are appropriate to purpose, audience, and a range of formal and informal tasks.
CCSS L 4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context
or in a dictionary).
CCSS L 5: Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS L 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing,
speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when
considering a word or phrase important to comprehension or expression.
CCSS SL 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with
diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
CCSS SL 3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for
meaning or style, and to comprehend more fully when reading or listening.
Know
(Note: concepts, facts, formulas, key
vocabulary)
•Inferences
•Creation Myth
•Cultural Characteristics
•Imagery
•Dialogue
•Rhetorical Strategies
•Rhetorical Question
•Text Structure
•Author’s Choices
•Generalizations
Understand
(Big idea, large
concept, declarative
statement of an
enduring
understanding)
Historical, social and
cultural context affected
early American literature in
the following areas:
The Sacred Earth and the
Power of Storytelling-Native
American Myths and
folktales told of the origins
of the universe and human
Do
(Skills, competencies)
•Make, test and revise predictions as
they read
•Make inferences about content,
abstract ideas and events in a text and
identify author’s decisions
•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 texts to make generalizations
•Use the combination of background
knowledge, explicitly stated information,
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relationships within the
natural world.
Life in the New WorldEuropean settlers wrote
stories of endurance and
religious faith as they
struggled in a new world.
The Road to Independence:
American writers provided
ideas and inspiration for the
cause of freedom.
and connections from the text to answer
questions they have as they read
•Make critical or analytical judgments to
make generalizations
•Make connections between conclusions
they draw and other beliefs or
knowledge
•Identify rhetorical strategies used by an
author in a text
•Analyze an author’s choice of rhetorical
strategies
•Read closely to determine what the
text says explicitly and to make logical
inferences from it; cite specific textual
evidence when writing or speaking to
support conclusions drawn from the text
•Analyze the relationship between text
organization and development of ideas
•Analyze the relationship between
form/structure and meaning in text
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Unit Essential Question:
How does historical, social and cultural context affect the structure and
style of literature?
Key Learning:
Literature reflects the time period in which it is written.
Lesson Essential Question 1
Lesson 1 Vocabulary
What inferences can be drawn from the story “The
World on the Turtle’s Back” that demonstrates a
respectful Iroquois’ relationship with nature?
Tier 2: Contend, Devious, Ritual,
Succumb, Void
Tier 3: Myth, Creation Myth
Lesson Essential Question 2
Lesson 2 Vocabulary
What evidence can be cited from of Plymouth
Plantation to prove that the selection was written
from the Puritan perspective?
Tier 2: Feigned, Procure,
Providence, Rendezvous, Solace
Tier 3: Cultural Characteristics,
Chronological, Perspective
Lesson Essential Question 3
Lesson 5 Vocabulary
What stylistic and aesthetic choices does Patrick
Henry make in “Speech to the Virginia
Convention” that reinforces his passionate
conviction that the colonies should achieve
independence from British rule?
Tier 2: Insidious, Inviolate,
Supinely, Vigilant
Tier 3: Rhetorical Question,
Argument, Allusions
Lesson Essential Question 4
Lesson 6 Vocabulary
What literary options does Thomas Jefferson
employ in the Declaration of Independence in
order to convey the challenges the colonists faced
in their struggle for independence?
Tier 2: Usurpation, Endeavor,
Tenure, Acquiesce, Rectitude
Tier 3: Claim, Counterclaim,
Appeals
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Major Unit Assignment
Write a persuasive essay that argues which historical, social, and cultural contextual element played the most significant role in
defining an emerging national identity via literature. Support your claim with reasons and evidence that will convince your audience
to think or act in a certain way toward an issue that interests you.
Purposes:


To persuade people to agree with your claim
To motivate others to take action
Audience:






Classmates & teacher
Parents
Community members
School board
Customer service department
Web users
Differentiated Formats:






Blog
Essay for class
Editorial
Speech
Commercial/PSA
Message-board posting
Business proposal
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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: Text Structure/Rhetorical Devices/Argumentative Writing
Title
Performance Task
In Part One, the planning tasks involve reading, note taking, speaking and listening. All of these
Description
activities are designed to prepare the student for writing a successful argumentative essay. Students
will also complete a short answer Reading Assessment in the form of three Constructed Response Items.
Part one consists of three 50 minute sessions.
Session One: Activating prior knowledge. Statistics. Review of Video. Complete relevant sections of
My Notes Organizer. (50 min.)
Session Two: Review of Articles and Political Comic Strip. Complete My Notes Organizer. (50 min.)
Session Three: Students individually take Reading Assessment: Constructed Responses. Complete the
Pros and Cons Organizer. (50 min.)
In Part Two, the prewriting and assessment tasks involve drafting an argumentative essay. Part two
consists of two 50 minute sessions:
Session Four: Review the Formative Argumentative Writing Rubric. Orally rehearse student
arguments. Complete the My Arguments Organizer. (50 min.)
Session Five: Complete the Performance Writing Task. (50 min.)
SESSION 1
1. Activating Prior Knowledge
(Approximately 25 minutes)
Materials Needed: T-Chart and Evidence Cards
Activity 1: To activate prior knowledge, ask students, “In what ways has social networking been
positive? Negative?” (You might consider using this question as a warm-up question.)
• In pairs, have students brainstorm ideas to answer the question.
• Have pairs share one new idea with the whole class. Novel ideas only.
• (Make sure students understand what social networking sites are before moving on.)
Activity 2: Have students individually read the evidence cards with statistics. While students are
reading, distribute envelopes containing pre-cut evidence cards to each pair of students.
• Once all envelopes are distributed, have pairs sort the pre-cut cards into two categories:
Social networking’s impact has been positive. OR Social networking’s impact has been negative.
• As they sort, have students explain their thinking to their partner. Encourage students to use the
suggested sentence frames provided in the T-Chart.
• Once sorting is complete, have students complete the Activating Prior Knowledge T-Chart individually.
Encourage students to add at least two new pieces of evidence for each side of the argument.
Gathering Source Evidence
(Approximately 25 minutes)
Source A - Video: “Think Time: Teens and Social Networks”
Materials Needed: DVD/Flash Drive/Google Site
Activity 1: To start gathering source evidence, explain to students they will watch Source A, a short
video.
• Encourage students to listen for important information about the pros and cons of social networking
as they prepare for the writing task.
• Have students watch the video to understand the gist of the arguments presented.
• In pairs, have students discuss 2-3 observations.
Activity 2: Explain to students they will watch the video a second time and take notes on the first row of
the My Notes Organizer.
• Remind students to focus on important information about the pros and cons of social networking.
• Have students watch the video and individually write down important ideas and quotes.
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• Encourage students to use quotation marks when quoting the video verbatim.
• In pairs, have students share their notes for 2-3 minutes.
• Consider pausing the video intermittently to give students time to take notes.
SESSION 2
1. Gathering Source Evidence
(Approximately 50 minutes)
Source B - Article: “Social Media: The Muscle Behind the Trayvon Martin Movement”
Source C - Article: “When Bullying Goes High Tech”
Source D - Article: “Social Networking Benefits Validated”
Source E - Political Cartoon: “Social Networking”
Source F - Article: “Wired and Tired”
Source G - Article: “Making Decisions”
Activity 1: To continue to gather source evidence, explain to students that they will read and examine
three more sources.
• Have students turn to page 6 to individually read and annotate the article.
• Have students use the annotation plus sign (+) to code for arguments that support the claim Social
networking’s impact on society has been positive and a minus sign (-) to code for arguments that
support the claim Social networking’s impact on society has been negative.
• In pairs, have students share at least 3 annotations each.
• Individually complete the appropriate row of the My Notes Organizer using annotations from the
article.
• Repeat the steps above for each of the articles.
SESSION 3
1. Reading Assessment: Constructed Responses
(Approximately 20 minutes)
Materials Needed: Student Booklet, pages 12
Activity 1: Have students turn to pages 12. Explain this is a reading assessment that will assess their
understanding of the articles they’ve read.
• Have students read the directions independently and ask clarifying questions.
• Remind students that they should use examples and evidence from the text in their responses when at
all possible. Encourage them to refer to their student booklet materials to help them answer the
questions.
• Have students write their responses individually to the three questions listed using 2-5 complete
sentences. Explain that they have approximately 15 minutes to answer all the questions, about 5
minutes per question.
• Collect all student booklets. Review a few students’ answers to uncover possible misconceptions. Plan
to address any misconceptions before beginning Session 4.
2. Pros and Cons Organizer
(Approximately 30 minutes)
Materials Needed: Pros and Cons Organizer
Activity 1: Explain students will reference their notes and the sources to fill in the Pros and Cons
Organizer.
• Have students read the directions to individually complete the ‘Reasons’ and ‘Supporting Evidence’
columns in the Pros and Cons Organizer.
• Remind students to re-visit their notes to help them cite the source of the evidence.
• In pairs, have students discuss the pros and cons they found in the sources provided. Select students
to report out their partner’s ideas.
• Have students individually write a draft claim that they would like to support in their writing task.
Activity 2: Have students divide into two groups based on their position/claim. Ask students to share, in
pairs or in groups of 3-4 students, the evidence they found to be the most convincing and why.
Part Two: Pre-Writing and Performance Writing Tasks
(2 sessions for approximately 100 minutes total)
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SESSION 4
1. Pre-Writing Tasks
(Approximately 50 minutes)
Materials Needed: Outline Organizer
Activity 1: Ask students to review the writing prompt in pairs. Have students review the student
friendly rubric and/or levels 3 and 4 of the Argumentative Writing Rubric. Ask students to
highlight/underline one or two phrases from each row to indicate the writing skills they want to focus
on in this writing task. Have students share these writing goals/skill areas with a classmate.
Activity 2: Have students take time to organize their thoughts using the My Arguments Organizer to
outline their claims and the major reasons/evidence they will use to support their claim. Ask students
to pair up with one other person with a similar position/claim. Have students orally rehearse the
arguments outlined in their My Arguments Organizer.
SESSION 5
1. Performance Writing Task
(Approximately 50 minutes)
Materials Needed: Organizer, Notes and lined writing paper
Activity 1: Read the writing prompt to the students. Have students write an essay with a minimum of 5
paragraphs. Let them know the amount of time they have to complete the task. Encourage students to
use the texts, notes, and organizers to inform their writing.
Writing Prompt
Currently, our school district blocks access to social networking sites such as Facebook. Principals and
teachers have been debating the pros and cons of this policy.
Has social networking’s impact on society been more positive or negative?
After reading the provided texts and viewing the videos on the topic, write an argumentative essay (at
least 5 paragraphs) that addresses the question and support your position with evidence from the texts
and videos.
Time
(In Days)
Differentiation
4-5 Days
Revise/Review
Resources &
Materials
Students will use self-editing guidelines.
Holt McDougal American Literature Common Core Edition
Students can use various ways to express their claim. Students could use fewer articles to research.
http://www.ousd.k12.ca.us/cms/lib07/CA01001176/Centricity/Domain/93/ELA_PWT_G11andG12_Student%20
Version_CL_8-19-13.pdf
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Evidence Cards
Over 50% of people learn about breaking news on
social media. Social networking sites are the top
news source for 27.8% of Americans, ranking close
to newspapers (28.8%) and above radio (18.8%) and
other print publications (6%). Twitter and YouTube
users reported the July 20, 2012 Aurora, CO theater
shooting before news crews could arrive on the
scene, and the Red Cross urged witnesses to tell
family members they were safe via social media
outlets.
(socialnetworking.procon.org)
49.5% of students reported being the victims of
bullying online and 33.7% reported committing
bullying behavior online. 800,000 minors were
harassed or cyberbullied on Facebook according to a
June 2012 Consumer Reports survey. Middle school
children who were victims of cyberbullying were
almost twice as likely to attempt suicide. Adults can
also be victims of cyberbullying.
(socialnetworking.procon.org)
More than 80% of US college and university faculty
use social media; more than 50% use it for teaching;
and 30% for communicating with students. Educators
from around the world interact with each other and
bring guest teachers, librarians, authors, and experts
into class via social networks like Twitter and social
networking tools like Skype. Edmodo, an educationspecific social networking site designed for students,
teachers, and parents, reached over ten million users
on Sep. 11, 2012.
(socialnetworking.procon.org)
Social media can help improve life satisfaction,
stroke recovery, memory retention, and overall wellbeing by providing users with a large social group.
Additionally, friends on social media can have a
"contagion" effect, promoting and helping with
exercise, dieting, and smoking cessation goals.
(socialnetworking.procon.org)
A Summer 2012 Baylor University study examined
Facebook hate groups focused on President Barack
Obama and found racial slurs and stereotypes not
seen in mainstream media in decades: blackface
images and comparisons of President Obama to apes.
Social networking sites allow hate groups to recruit
youth and to redistribute their propaganda. According
to the Southern Poverty Law Center, the “Christian
Identity” religion, a splinter faction of the white
supremacist group Aryan Nations, uses social media
to recruit.
(socialnetworking.procon.org)
Social networking can worsen feelings of disconnect
(especially for youth with disabilities), and put
children at higher risk for depression, low selfesteem, and eating disorders. The "passive
consumption" of social media (scanning posts
without commenting) is related to loneliness.
(socialnetworking.procon.org)
A mother was able to find a kidney donor for her sick
child by posting a video on her Facebook page.
Crowdwise, a social network devoted to volunteers
and charity projects, raised $845,989 (as of Nov. 20,
2012) for Hurricane Sandy victims. Followers of
Pencils of Promise on social media have helped the
non-profit build 74 schools (with 26 more in progress
and 7 more planned as of Nov. 19, 2012) and educate
4,500 children.
(socialnetworking.procon.org)
Students who use social media had an average GPA
of 3.06 while non-users had an average GPA of 3.82.
Students who used social networking sites while
studying scored 20% lower on tests. College
students’ grades dropped 0.12 points for every 93
minutes spent on Facebook per day above the
average. Two-thirds of teachers believe social media
does more to distract students than to help
academically.
(socialnetworking.procon.org)
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ELA 11th and 12th Grade Performance Task
ACTIVATING PRIOR KNOWLEDGE
Think-Pair-Share: With a partner, brainstorm some reasons you think social networking websites
are both good and bad for our society. Consider using the sentence starters provided below:
Someone might argue that social networking is beneficial to society because…
One reason social networking sites are harmful is…
Social networking’s impact has been positive
Social networking’s impact has been negative
Sort and discuss: Sort the evidence cards with quotes and statistics into two categories: 1) Social
networking is good for our society and 2) Social networking is not good for our society. As you sort
the cards, explain your thinking:
This quote/statistic/fact supports the claim that ___ because…
This quote/statistic/fact suggests that social networking is harmful because…
After discussion, write at least two pieces of evidence for each side of the argument.
Social networking’s impact has been positive
Social networking’s impact has been negative
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MY NOTES ORGANIZER
Directions: Take notes supporting each position. Include any claims, reasons, or evidence you find in the sources
provided. Do not include your opinion.
Source Social networking’s impact has been
Social networking’s impact has been
positive
negative
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Adapted from “Social Media: The Muscle Behind the Trayvon Martin Movement”
By Madison Gray, TIMES NewsFeed, March 26, 2012
Maria Roach couldn’t sleep the morning of St. Patrick’s Day. She was tossing and turning with frustration, focused
on a 17-year-old kid who had been walking on a sidewalk, carrying an Arizona Iced Tea and a bag of Skittles, when
he was shot and killed — not by a robber, a rival or even a police officer, but rather a neighborhood watch
volunteer.
What bothered her most is that the kid, Trayvon Martin, who looked like a future version of her 7-year-old son, was
killed not far from the area where she grew up.
She decided to do something with her stress. She logged on to MoveOn.org, created a petition through SignOn.org
and shared it with her roughly 200 followers on Twitter. “I thought maybe I’d get 100 signatures, and by the end of
the day I had 75,” she said. “By Monday morning I had 75,000 and now it’s up to 479,000.”
Roach was stunned at the response she got. It showed how powerful a tool social media turned out to be in turning
a local police case into a movement.
Of course, the event was taken to critical mass by Trayvon’s parents themselves, when they created a petition on
March 8 on Change.org. The petition sought the prosecution of George Zimmerman, who fatally shot the teen on
Feb. 26. The petition attracted 1.5 million signatures. Since the petitions can easily be attached to Facebook profiles
and Twitter accounts, attention exploded in the social media sphere.
Brianna Bayo-Cotter, Change.org’s communication’s director, says this is their largest online petition drive ever.
“Ten years ago people would have read about this in the newspaper, then left it alone feeling sad. Now people can
take their outrage and turn it into real action,” says Bayo-Cotter. “It’s really a testament to the tragedy of this case
and the power of social media to draw attention and allow people to have an avenue.”
On Twitter, there have been more than 600,000 mentions of the case and counting, the Associated Press reported.
A single “Justice for Trayvon Martin” Facebook page, created by hip-hop entrepreneur Russell Simmons’ website
GlobalGrind.com, has brought in more than 82,000 “likes” alone. Simmons is said to be one of the first major public
voices to demand attention for the case.
Social-media watchers call the growth regarding Trayvon Martin the “perfect storm.” With a frustrated population
that observes an injustice and an easy platform for expression, it has all the elements needed for a widespread
outcome.
Brian Solis of Altimeter Group, a San Mateo-based firm that monitors social media, say the fact that this movement
has become so powerful comes as no surprise, because it has already been demonstrated in other parts of the world
like Egypt and in London last year. “[Social media] is the most profound platform that we’ve ever had to do this so
quickly and efficiently with such great reach.
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Adapted from “When Bullying Goes High-Tech”
By Elizabeth Landau, CNN, April 15, 2013
Brandon Turley didn't have friends in sixth grade. He would eat alone at lunch, having recently switched to his school without
knowing anyone. While browsing MySpace, he saw that someone from school had posted a bulletin declaring that Turley was a
"fag." Students he had never even spoken with wrote on it, too, saying they agreed.
Feeling confused and upset, Turley wrote in the comments, too, asking why his classmates would say that. The response was
even worse: He was told on MySpace that a group of 12 kids wanted to beat him up, that he should stop going to school and
die. On his walk from his locker to the school office to report what was happening, students yelled things like "fag" and "fatty."
"It was just crazy, and such a shock to my self-esteem that people didn't like me without even knowing me," said Turley, now 18
and a senior in high school. "I didn't understand how that could be."
25% of teenagers have experienced cyberbullying at some point, said Justin W. Patchin, who studies the phenomenon at the
University of Wisconsin-Eau Claire. He surveyed 15,000 middle and high school students throughout the US, and found about
10% of teens have been victims of cyberbullying in the last 30 days.
Online bullying has a lot in common with bullying in school: Both include harassment, humiliation, teasing and aggression,
Patchin said. However, cyberbullying presents unique challenges because the bully can be anonymous, and attacks can happen
at any time of day or night.
Thomas J. Holt, associate professor of criminal justice at Michigan State University, recently published a study using data
collected in Singapore. The researchers found that 27% of students who experienced bullying online thought about skipping
school or skipped it. That's compared to 22% who experienced physical bullying.
Those who said they were cyberbullied were also most likely to say they had considered suicide -- 28%, compared to 22% who
were physically bullied.
A recent study in the journal JAMA Psychiatry suggests that victims can feel long-lasting mental effects. Bullying victims showed
greater chances of agoraphobia, where people don't feel safe in public places, along with generalized anxiety and panic
disorder.
Patchin advises kids who are being cyberbullied to keep the evidence, whether an e-mail or Facebook post, so they can show it
to adults they trust. Before, there have been some issues with schools not disciplining if bullying didn't happen at school, but
today, most educators realize they have the responsibility to do something, Patchin said.
Even now, though, solutions are not always clear.
Turley's mother called the school, but the students involved only got a “talking-to” as punishment.
Fighting back by speaking out
In high school, Turley discovered an organization called WeStopHate.org, a nonprofit organization that helps people who have
been bullied and allows them a safe space to share their stories.
Emily-Anne Rigal, the founder of the organization, experienced bullying in elementary school, getting picked on for her weight.
Although she and Turley lived on opposite sides of the country, they became friends online, united by their passion for stopping
bullying.
Turley designed the WeStopHate.org website and most of its graphics, and is actively involved in the organization. In additional
to Rigal, he now has many other friends in different states.
"I got cyberbullied, and I feel like it made me think there has to be somebody on the Internet who doesn't hate me," he said.
"That kind of just made me search more."
Turley and Rigal are currently promoting the idea of having a "bully button" on Facebook so that people can report
cyberbullying to the social network and have bullies suspended for a period of time.
In the meantime, Turley is feeling a lot safer in school than he used to.
"Times have changed definitely, where people are becoming slowly more aware," he said. "At my school, at least, I'm seeing a
lot less bullying and a more acceptance overall."
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Adapted from “Social Networking Benefits Validated”
By Karen Golberg Goff, Washington Times, January 28, 2009
Texting, blogs, Facebook, gaming and instant messages might seem to be just more reasons to stare at a screen.
However, now a study that looked at the online habits of 800 teenagers suggests that it’s more than fun and games.
Researchers in the study, titled the Digital Youth Project, found that the constant communication that social networking
provides is encouraging useful skills. The study found that the digital world is creating new opportunities for young people to
explore interests, develop technical skills, and work on new forms of self-expression.
"There are myths about kids spending time online -- that it is dangerous or making them lazy," says Mizuko Ito, lead author of
the study. "But we found that spending time online is important for young people to learn the skills they need to be citizens in
the digital age."
Co-author Lisa Tripp says technology, including YouTube, iPods and podcasting, creates ways for extending one's circle of
friends, teaches self-directed learning and independence.
"Certain skills in the coming years are not going to be just about using media," she says. "It is also going to be about producing
media. It is not just about writing a blog, but also how to leave comments that say something.”
That means anything from a video clip to a profile page is going to reflect self-expression skills, so teens might as well practice.
Social networking also contributes to teens' friendships and interests, Ms. Tripp says. While most teens use sites such as
MySpace and Facebook to "hang out" with people they know in real life, some use them to find new friends with similar
interests. Before social networking, the one kid who was, for example, a fan of Godzilla or progressive politics might find himself
isolated. These days, that kid can find friends everywhere.
"This kind of communication has let teens expand their social circle by common interests," Ms. Tripp says. "They can share their
work to online audiences and become an expert in that area." The study found that young people's learning with digital media
often is more self-directed, with more freedom than in a classroom. The researchers said youths are often are more motivated
to learn from one another than from adults.
Monica Vila, founder of theonlinemom.com, an online resource for digital-age parenting, says adults still need to set rules just
as they would "at any other playground."
One Fairfax County mother of a middle schooler says she was doubtful at first when her daughter wanted a Facebook page.
"I was cautious for all the reasons we hear about, such as how it could bring in unwelcome visitors," the woman says, "but I
realized that this is the main way for kids keeping in touch. It has gone from e-mail to IM to texting to Facebook so quickly. If
you are not on Facebook, then you are not in the loop." "A few years ago, parents were saying, 'I don't want any of that stuff
coming into my house,'" Ms. Vila says. "Then they realized, 'I have no choice, it is all around me.' Now studies are saying
technology is going to encourage skills for jobs we didn't know existed."
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By Mike Keefe, Denver Post, August 8, 2009
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Social Media: Wired and Tired
Washington, D.C. (Achieve3000, June 10, 2009). A survey has found that almost half of all Americans are growing
weary of the constant communication associated with social networking websites such as Facebook, MySpace, and
Twitter. Some are even beginning to avoid Internet technology altogether. The survey found that even some young
adults, who helped drive the rapid growth of such sites, say they would enjoy a break from the deluge of
communication. They refrain from disconnecting, however, for fear they will miss out on something.
The Pew Internet & American Life Project conducted the survey. It found that 48% of Americans of all ages are
indifferent about communicating via social networking websites, feel overwhelmed by gadgets, or have begun avoiding
Internet use altogether. Eily Toyama, 32, can relate to this so-called “Facebook fatigue.” Toyama works in information
technology. She recently created a Facebook page, but only after giving in to peer pressure. She rolls her eyes at the
thought of establishing a Twitter account.
“I just don’t think people need to know that much about my life,” Toyama said. She was referring to Twitter’s main
purpose, which is to keep friends and family updated on all of the Twitterer’s activities.
Mike Nourie is a 20-year-old student at Emerson College in Boston, Massachusetts. He admits to feeling a little
overwhelmed by the communication gadgets available today. Nourie spends his summers working at an inn on Cape
Cod, where wireless Internet reception is spotty. Escaping social networking for the summer, he said, is a huge relief.
“It gives me a chance to relax and focus on other things, like music, work, and friends,” Nourie said.
According to Pew researchers, 7% of survey participants do not go anywhere without their mobile communication
devices. Despite this fact, this group of young people feels conflicted about staying in constant contact. Pew
researchers called this group “ambivalent networkers.”
“They have this anxiety about shutting off,” said John Horrigan, associate director at Pew. “They’re afraid they might be
missing something,” he said. “But we also find them yearning for a break.”
Gary Rudman is a market researcher who tracks youth trends. Rudman has also observed indications that young people
are suffering from communication overload.
“Who wouldn’t be fatigued, given all of the social and business networking obligations thrust among young adults?
With Facebook, LinkedIn, Plaxo, and Twitter young adults struggle to keep up to avoid the consequences—being left
out of the loop or becoming irrelevant,” Rudman said.
The trend is not surprising to experts. Many say that although humans have a yen for social interaction—online and
off—research shows that people recognize the differences between the quality of the interactions. The short and often
cold bursts of communication via social networking websites frequently leave people thirsting for more meaningful
conversations with others.
The Associated Press contributed to this story.
Making Decisions
Philadelphia, PA (Achieve3000, April 27, 2009). Michael Kearns, a University of Pennsylvania computer science,
investigated whether a small minority of people can influence the voting behavior of a majority. To conduct this
experiment, Kearns gathered a group of 36 students. He then created several networks within the group by placing each
student at a work station that was linked to varying numbers of other test subjects. For example, some students were
placed in networks that contained as many as 18 other subjects, while others were grouped into networks that were
made up of as few as 2 other test subjects.
Kearns then told all 36 students that they would be asked to vote for a color—either red or blue. If everyone in the
group could agree to vote for the same color within 60 seconds, everyone would receive a financial reward. If the group
failed to reach a unanimous agreement, however, no rewards would be given.
To motivate students to vote for a particular color, Kearns promise some subjects $1.50 for each round of voting that
red won and 50 cents for each round that blue won. These incentives were reversed for other subjects.
“There’s this tension between all of them wanting to agree but selfishly wanting everyone to agree on their particular
color,” Kearns said.
Despite the one-minute deadline, Kearns said, people came to some agreement in 55 out of 81 separate votes.
The majority did not always win, however. In one trial, for example, Kearns promised 6 students the $1.50 payout if red
won. He promised 30 students $1.50 each if blue won. In this vote, blue should have won because it was better for more
people to vote for blue. However, red won the vote.
How could this have happened? Kearns explained that although the six people wanting red to win were in the minority,
they belonged to larger networks. Their larger sphere of influence benefited them.
“‘Influential’ people can determine the outcome to their liking,” Kearns said, even if the majority has a strong incentive
to go the other way. In this case, having lots of connections made a subject influential.
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This scenario is not unlike real-world elections, Kearns said, where networking is already becoming important. For
example, Barack Obama used networking to rally support during his 2008 presidential campaign.
Social networks have also been found to affect people’s personal preferences. In another recent experiment, Duncan
Watts, a networking expert at Yahoo!, recruited 14,000 people. He then asked them to rank 48 new songs that they had
never heard before. The research revealed that when the volunteers were aware of the selections made by their fellow
volunteers, they changed their preferences completely to conform to those of the group. Watts then divided the recruits
into eight groups and did not allow the groups to intermingle. Then results varied radically between the groups. For
example, one group’s top-rated song might be ranked 42nd by another group.
“We assume things are popular because that’s what people want,” Watts said. However, he added, “This is showing
that’s wrong.”
The Associated Press contributed to this story.
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READING ASSESSMENT: CONSTRUCTED RESPONSES
Directions: This first part of your individual assessment gives you the chance to demonstrate your understanding of
the articles read. Answer the questions below in complete sentences. You may use an extra sheet to make any notes or
to draft your response. You may refer to all of your student booklet materials to help you answer the questions.
1. “Making Decisions” highlights the influence social networks have on decisions that we believe to
be simply “personal.” The article does not fully address the implications of this influence. What
inference(s) can you make about how this influence? What possible implications are there? (Standard
RI.1) (DOK -2 & DOK -3)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
_________________________________________________________________
2. What is the purpose of the cartoon in Source E? Describe aspects of the drawing to support your
answer. Use examples from the article to support your answer. (Standard RI.6) (DOK -2 & DOK -3)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________
3. In “Wired and Tired,” the author uses the metaphor, “deluge of communication” to describe one of
the consequences of social networking. What does the author mean by that phrase? How does his
word choice affect our understanding? Use textual evidence as well as your own inferences to explain
your response. (Standard RI.4) (DOK -2 & DOK -3)
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
____________________________________________________________________________________
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PROS and CONS ORGANIZER
Directions: Read the questions below. Reference your notes to write answers to the questions in
the "REASONS" section. In the “SUPPORTING EVIDENCE” column, note the evidence and source to
support your thoughts. You may use evidence from the texts, videos, and the quotations from the
SORT activity. After talking and sharing ideas with a classmate, complete the "NEW IDEAS" section
based on your conversation.
PROS
REASONS
SUPPORTING EVIDENCE & SOURCE
What are 2-3
reasons that
social
networking’s
impact on society
has been
positive?
Pair-Share: NEW IDEAS from my partner
CONS
What are 2-3
reasons that
social
networking’s
impact on society
has been
negative?
REASONS
SUPPORTING EVIDENCE & SOURCE
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Pair-Share: NEW IDEAS from my partner
Based on the reasons and evidence you gathered above, now you will write a claim you feel prepared to
support in your writing task.
MY CLAIM
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MY ARGUMENTS ORGANIZER
Directions: Prepare at least two reasons, supporting evidence and how you will address a counterclaim. There
is room for you to include an optional third reason.
CLAIM:_____________________________________________________________________________
___________________________________________________________________________________
___________________________________________________________________________________
Reason
Reason
Reason
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Evidence
Evidence
Evidence
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_________________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
_______________________
Opposing View
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
___________________________________________
My Response to Opposing View
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
_______________________________________
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PERFORMANCE WRITING TASK
Directions:
Please respond to the prompt below in writing. You may use your notes and your answers to your constructed
response questions to inform your writing. You must write your entire argumentative essay on the lined paper
provided by your teacher. Your essay should have a minimum of 5 paragraphs.
Writing Prompt:
Currently, our school district blocks access to social networking sites such as Facebook. Principals and
teachers have been debating the pros and cons of this policy.
Has social networking’s impact on society been more positive or negative?
(DOK -3 developing a logical argument)
After reading the provided texts and viewing the videos on the topic, write an argumentative essay (at
least 5 paragraphs) that addresses the question and support your position with evidence from the texts
and videos. Be sure to acknowledge competing views (counterclaim).
1. Begin with an introduction that frames the purpose of your essay and states a claim.
2. Develop your argument with clear reasons and evidence drawn from at least three sources. Explain
the significance of the evidence and how it supports the claim.
3. Acknowledge and address an opposing or competing view (counterargument/concession).
4. Provide a conclusion that effectively summarizes the argument and explains its significance.
Be Sure To:
Use appropriate transitions.
Use precise language and vocabulary to inform or explain your topic.
Establish and maintain a formal style.
Edit for spelling and grammar.
Write a minimum of 5 paragraphs.
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Language/Conventions
Organization
Development
Reading
Research
Argumentation/Opinion Text-Based Writing Rubric Grades 11–12
Score of 4
Score of 3
Score of 2
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,
knowledgeable claim(s); establishes the
significance of the claim(s); distinguishes
the claim(s) from alternate or opposing
claim(s)
* skillfully creates an organization that
logically sequences claims, counterclaims,
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*
Score of 1
*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, knowledgeable claim(s);
establishes the significance of the claim(s);
distinguishes the claim(s) from alternate or
opposing claim(s)
*creates an organization that logically
sequences claims, counterclaims, 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
*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 & 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*
DSCYF EDUCATION UNIT
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English III, Unit I, Lesson 1
Learning Goals for this Lesson Standards
To describe the Native
American literary tradition as
oral storytelling with a high
emphasis on a relationship
with nature by reading “The
World on the Turtle’s Back.”
CCSS RL 1: Cite strong and thorough textual evidence to support analysis of what the text
says explicitly as well as inferences drawn from the text, including determining
CCSS RL 2: Determine two or more themes or central ideas of a text and analyze in detail
their development over the course of the text, including how they interact and build on one
another to produce a complex account; provide an objective summary of the text.
CCSS SL 1: Initiate and participate effectively in a range of collaborative discussions (one-onone, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
Students Will Know
Students Will Be Able To
-The definition of a myth/creation myth.
-Textual Evidence
-The history of the Native Americans.
-The creation story from another
culture.
-Define a creation myth.
-Examine the oral literary tradition of the Native Americans.
-Decipher the similarities between sample creation story and the Native Americans’
creation story.
-Cite strong and thorough textual evidence to support analysis of what the text says
Lesson Essential Question
What inferences can be drawn from the story “The World on the Turtle’s Back” that demonstrates a respectful
Iroquois’ relationship with nature?(DOK 2)
Activating Strategy:
People often talk about where they come from-geographically and in terms of their family, culture, and traditions.
Quick Write: Students will write for five minutes describing their family, traditions, games, hobbies, get-togethers,
etc. Students will then share their quick writes with a peer. Students will look for similarities and differences in their
stories.
Key vocabulary to preview and vocabulary strategy
Tier 2: Contend, Devious, Ritual, Succumb, Void
Tier 3: Myth, Creation Myth
Frayer Model will be utilized to discuss the vocabulary for the unit.
Each tier word will be placed in the middle of the organizer.
Students will use the denotation of the word provided by teacher to create their own definition of the tiered word.
Students will then give examples of how the word is used.
Next, the students will write facts and/or characteristics of the word so they can generalize how the word is used.
Finally, students will write all the non-examples of the word so the students know what the word is not.
Lesson Instruction
Learning Activity 1 Teacher will provide pairs with a copy of the
definition for a myth as well as a creation myth. Pairs will analyze
definitions to determine the difference between the two. Student pairs
will explain their findings.
Myth—a traditional story, passed down through the generations that
explains why the world is the way it is.
Creation myth—explains how the universe, earth, and life began.
Instills a sense of awe toward the mystery of the universe; Explains the
workings of the natural world; Supports and validates social customs
Guides people through the trials of living.
Students will then discuss the following questions found on PowerNotes Presentation: How do we make sense of our world? How was the
Graphic Organizer
Vocabulary Strategy
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world created? What different accounts of creation—biblical narratives,
scientific theories, or stories from other cultures, for example, Adam
and Eve—have you heard or read? With your partner summarize the
accounts from the list that you remember. Review with students the
difference between myth and creation myth.
Assessment Prompt for Learning Activity 1
$2 Summary: Students will create a sentence or two containing twenty
words summarizing the difference between a myth and creation myth.
Learning Activity 2 Students will view painting of “Sky Woman” on page
39 and write a sentence or two making a prediction as to what the
myth will describe. Students will then read page 38 of the myth “The
World on the Turtle’s Back” to learn how the Iroquois believed the
earth was formed. Students will read the four paragraphs using the
PALS strategy and answer the question: How is this myth similar to and
different from other accounts of creation you’ve heard or read? Explain
your answer, citing details. Share answers with class. Some students
may recognize similarities between the beginning of this myth and the
biblical story of Adam and Eve, who tasted fruit of the tree of
knowledge in the Garden of Eden. Eve encouraged Adam to taste the
fruit against his better judgment. The first characteristic of a creation
myth describes how the universe, earth, and life began. Pairs will read
page 40 using the PALS process to determine how the world began
according to the myth and put explanation in their charts.
Assessment Prompt for Learning Activity 2
10 word snowball fight:
Prompt: How does the creation myth describe the origin of the world?
Students answer the prompt in 10 words or less anonymously, ball up
paper, and throw into center of the room. Instructor reads different
responses and students evaluate responses. Finally, the class comes to
consensus as to the description of the origin of the world in story “The
World on the Turtle’s Back”.
Creation Myths Characteristics Chart
(see below)
Cause and Effect graphic Organizer
(see below)
Assignment
#1: Complete Reading Check
(see below)
#2: CREATION MYTHS: AN ANALYSIS
Ask students to read a creation myth from
another culture and to write a careful
analysis of it. The myth might come from
another Native American culture or a
culture from another part of the world. Tell
students to consider the symbolism, the
theme, what aspects of creation it explains,
what it says about the values and traditions
of the culture, and how it is similar to and
different from the Iroquois myth. Have
students share their analyses with the class.
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Learning Activity 3 Student pairs will continue to read creation myth
using the PALS method and complete the chart citing evidence from the
myth that assists in depicting characteristics of the text: explains the
workings of the natural world; supports and validates social customs
and values; guides people through the trials of living. Student pairs will
share answers with class. Have students view video clip depicting story
if they need additional support in comprehending material.
http://www.tuscaroras.com/index.php/video-clips-about-theiroquois?showall=1&limitstart=
Assessment Prompt for Learning Activity 3
Myths often transmit central ideas about a people’s culture and way of
life. From this myth, what did you learn about the Iroquois’ attitude
toward nature? View of their gods? Important food, games, and
rituals? Beliefs about good and evil? Explain to students that a code of
conduct is a set of rules outlining the responsibilities of, or proper
practices for, an individual, party or organization. Students will write a
code of conduct for the Iroquois based on the information collected via
characteristics chart.
Learning Activity 4
Review text structure with students, specifically cause and effect using
Patterns of Organization PowerPoint if necessary.
http://dscyfeducation.wikispaces.com/ELA+Resources
Student pairs will reread the creation myth “The World on the Turtle’s
Back” and look for cause and effect examples of organization within the
myth (see chart below).
Assessment Prompt for Learning Activity 4
Students will complete a cause and effect rap explaining the origin of
the world according to “The World on the Turtle’s Back”.
_________________ is formed by ___ . Since_______________
happened, then ___________________.
Therefore,______________________________. This provides
explanation for ______
___and ____ ___________ . The impact is
_________________________________. Students will share raps with
classmates.
Summarizing Strategy
What inferences can be drawn from the story “The World on the Turtle’s Back” that demonstrates a respectful
Iroquois’ relationship with nature? Complete “The Most Important Thing” summarizer to answer this question.
The most important characteristic that demonstrates the Iroquois’’ respectful relationship with nature
is__________________________________________________________________________________.
_______________________________________________________ is another important characteristic.
____________________________________________________________ is important as well.
But the most important characteristic that demonstrates this relationship is___________________________.
Resources:
Text: http://emilythiell.cmswiki.wikispaces.net/file/view/WorldOnTurtlesBack.pdf
Additional Myths http://www.pbs.org/circleofstories/voices/voices_gallery.html
DSCYF EDUCATION UNIT
Name
Date
THE WORLD ON THE TURTLE’S BACK
Text Analysis
CREATION MYTHS
A myth is a traditional story, usually involving supernatural beings or events that explain how some
aspect of human nature or the natural world came to be. A creation myth is a specific kind of myth that
typically
 describes how the universe, earth, and life began
 explains the workings of the natural world
 supports and validates social customs and values
 guides people through the trials of living
Directions: In the chart, record examples from the selection that illustrate each of the four characteristics
of a creation myth.
Characteristics of a Creation Myth
to describe how the world began
to explain the workings of the natural
world
to support social customs
to guide people
Examples
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Name
THE WORLD ON THE TURTLE’S BACK
Date
COPY MASTER
Reading Check
Directions: Read over the questions below and think about the characters and events in
the selection. Then answer each question in one or two sentences.
1. What is the source of the roots that the woman from the sky planted on the turtle’s
back?
2. Why are the twins in conflict even before their birth?
3. How do the twins create balance in the world?
4. Why does the left-handed twin choose a “mere stick” to fight the duel, while the
right-handed twin selects a deer antler?
5. What happens to the left-handed twin after the duel?
DSCYF EDUCATION UNIT
English III, Unit I, Lesson 2
Learning Goals for
this Lesson
Standards
CCSS RI 1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text, including determining where the text leaves matters
CCSS RI 3: Analyze a complex set of ideas or sequence of events and explain how specific individuals,
ideas, or events interact and develop over the course of the text.
CCSS RI 5: Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument, including whether the structure makes points clear, convincing, and engaging.
CCSS W 3: Write narratives to develop real or imagined experiences or events using effective
technique, well-chosen details, and well-structured event sequences.
CCSS W 3 a:Engage and orient the reader by setting out a problem, situation, or observation and its
significance, establishing one or multiple point(s) of view, and introducing a narrator and/or characters;
create a smooth progression of experiences or events.
CCSS W 3 d: Use precise words and phrases, telling details, and sensory language to convey a vivid
picture of the experiences, events, setting, and/or characters.
CCSS SL 1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in
groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on
others’ ideas and expressing their own clearly and persuasively.
CCSS SL 3: Apply knowledge of language to understand how language functions in different contexts, to
make effective choices for meaning or style, and to comprehend more fully when reading or listening.
CCSS L 3a: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as
needed; apply an understanding of syntax to the study of complex texts when reading.
CCS L 4a: Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its
precise meaning, it’s part of speech, its etymology, or its standard usage.
CCSS L 6: Acquire and use accurately general academic and domain-specific words and phrases,
sufficient for reading, writing, speaking, and listening at the college and career readiness level;
demonstrate independence in gathering vocabulary knowledge when considering a word or phrase
important to comprehension or expression.
Students Will Know
-Text evidence
-Sequence of Events
-Inference
-Biography
-Cultural Characteristics
-Text Structure
-Signal Words
-Patterns of Organization –
chronological order
Students Will Be Able To
-Cite strong and thorough textual evidence to support analysis of what the text says
-Cite strong and thorough textual evidence to support analysis of inferences drawn
from the text, including determining where the text leaves matters
-Analyze a sequence of events and explain how specific individuals, ideas, or events
interact and develop over the course of the text
-Analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument
-Apply knowledge of language to understand how language functions in different
contexts
Lesson Essential Question
What evidence can be cited from of Plymouth Plantation to prove that the selection was written from the Puritan
perspective? Or What evidence can be cited from of Plymouth Plantation to prove that the selection depicted a
religious people?(DOK -3)
Activating Strategy:
Students will complete an anticipation guide predicting which of the eleven statements is true and which statement
did not occur in the account of the excerpt of Plymouth Plantation. Form attached at the end of lesson.
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Key vocabulary to preview and vocabulary strategy
Tier 2: Feigned, Procure, Providence, Rendezvous, Solace
Tier 3: Biography, Cultural Characteristics, Chronological
Students will complete vocabulary word map for the tiered words above. (see template at the end of lesson) Student
pairs will find each tier two word in the text of Plymouth Plantation and rewrite sentences without using vocabulary
word but replacing it with other words to exact the same meaning. Student pairs will share sentences.
Lesson Instruction
Learning Activity 1: Page 102 in Holt/McDougal 11th Grade Text
Help Wanted: Leader - Have student pairs write a classified ad seeking a
governor for the Pilgrims, a person who can lead people in the most adverse
situations. Share classified ads with class. Before students read the short
biography about William Bradford, tell them that his religious devotion deeply
inspired his actions and writing. Teacher will read the biography of William
Bradford and student pairs will list characteristics Bradford possesses that
demonstrate leadership qualities. Student pairs will share traits. Help
students connect his devotion and the traits showed as a young man—
determination, idealism, independence, and zeal—with his ability to lead in
adulthood. As the teacher reads the author biography, point out how
Bradford’s faith and resolve contributed to the survival of Plymouth colony.
Assessment Prompt for Learning Activity 1: 3, 2, 1 –Students will list three
traits that describe a leader, two examples of Bradford’s leadership ability
and define biography in their own words.
Learning Activity 2: Pages 104 – 106 in Holt/McDougal 11th Grade Text
Tell students that cultural characteristics can be reflected in writing. Share
this example of a diary entry: Dear Diary, For dinner at Jenny’s house, I had
veggie burgers, salad, and a fruit cup. Jenny told me she’s never eaten a
hamburger! When I got home, I was still hungry, so I ate a baloney sandwich.
Your friend, Elisa Tell students that Elisa’s diary entry reveals information
about Jenny’s family’s values. Have student pairs determine the cultural
characteristics described in this paragraph. Student pairs will share answers.
Point out details that show that Jenny’s family members are vegetarians.
Explain that for health or religious reasons, they do not believe in eating
meat. Many texts, especially those about community life, reflect the cultural
characteristics of the communities they describe, including their view of the
human condition. Of Plymouth Plantation is a record of the Pilgrims’ efforts to
create a model Puritan society. The excerpt has been chunked into five
sections of time: Their Safe Arrival at Cape Cod; The First Encounter; Starving
Time; Indian Relations; and First Thanksgiving. Explain to students that in
pairs they will read these sections searching for the date/time each selection
describes as well as cultural characteristics depicted and highlighting these as
they read. After each paragraph, students will take turns asking the question:
What cultural characteristics did you find? (PALS reading strategy) At the end
of each section they will work to complete a brief summary and notate this
on their graphic organizer. Teacher will read section one: Their Safe Arrival at
Graphic Organizer
-see attachments below
Assignment
Research Question: Captain John
Smith and William Bradford were
important figures in colonizing the
New World. Read the biography of
John Smith on page 92 of the
Holt/McDougal 11th Grade Text.
Compare and contrast the two men
examining each man’s relationship to
his fellow settlers, his sense of
community (or lack of it), and his
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Cape Cod and model the procedure using Smart Board, Elmo, PowerPoint or
overhead projector. Time of Year: Winter Cultural Characteristics: Pilgrims
credited God for saving them and for watching over and protecting them;
readers may feel that God was blessing their arrival. Teacher should highlight
the phrases: “fell upon their knees” (lines 4–5) and “blessed the God of
Heaven” (line 5). The Pilgrims gave their thanks for bringing them across the
Atlantic Ocean and setting them on ground. Summary: After a long ocean
voyage, the Pilgrims land safely on Cape Cod, then face the challenges of
starting their new lives in an unfamiliar, uncivilized wilderness in the dead of
winter.
Assessment Prompt for Learning Activity 2: Graphic Organizer - Student pairs
will create their own summaries and note cultural characteristics on the charts.
Learning Activity 3: Pages 107 – 110 in Holt/McDougal 11th Grade Text
Students will continue to read selection using the PALS reading strategy:
reading paragraphs aloud to each other, highlighting cultural characteristics
and questioning each other after each paragraph. Use reference materials or
glossaries to identify unknown words. Student pairs will create summaries for
each section and notate in graphic organizer until completed section five.
Student pairs will partner with another pair (four students) and share
summaries. Students will make three comments on the strengths
demonstrated in each group’s findings. Then groups will suggest one idea to
improve on summaries.
Assessment Prompt for Learning Activity 3: Students will use graphic
organizer to create a summary of the excerpt of Plymouth Plantation.
Learning Activity 4:
Students will use word map for the word “chronological”. Review patterns of
organization PowerPoint with students, especially section depicting
chronological organization.
http://dscyfeducation.wikispaces.com/ELA+Resources Student pairs will
review text of Plymouth Plantation and create a timeline depicting the events
described in chronological order.
Assessment Prompt for Learning Activity 4: 3, 2, 1 -Students will list three
sentences from the text that depicts chronological order, two signal words
that indicate the chronological pattern of organization is being utilized and a
definition of the word chronological.
view of the role providence played in
his affairs and the affairs of his
colony. Present your findings using a
PowerPoint, Prezi or Educreations
document.
Or
Different Perspectives How might a
Wampanoag historian’s version of
events differ from Bradford’s?
Choose an episode from Of Plymouth
Plantation and cite specific details
that might change to reflect this
different perspective. Use the virtual
field trips to assist in writing from the
Wampanoag’s perspective.
http://www.plimoth.org/learn/justkids/thanksgiving-virtual-field-trip
Summarizing Strategy
What evidence can be cited from of Plymouth Plantation to prove that the selection was written from the Puritan
perspective? Or What evidence can be cited from of Plymouth Plantation to prove that the selection depicted a
religious people? (DOK -3) Students will take the role of a historian (role) and use the primary source text of Plymouth
Plantation to write a report (format) citing the numerous examples of cultural characteristics (topic) within the
writing that demonstrate William Bradford’s Puritan beliefs. The report will be read by the historian’s colleagues
(audience). Share RAFTS with classmates.
Resources
http://www.scholastic.com/teachers/activity/first-thanksgiving
http://www.scholastic.com/scholastic_thanksgiving/webcast.htm
http://www.jogtheweb.com/run/aUUVRdQv8sHT/Grade-Eleven-Common-Core-Unit-1-Of-Plymouth-Plantation#4
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Name:
Date:
Anticipation Guide
Before reading of Plymouth Plantation by William Bradford, read the statements below and write “T” for
true or “F” for false on the left hand side of each statement.
Before
After
1. Bradford was part of a group of colonists who wanted to remain
connected with the Church of England.
2. On December 11, 1622 Bradford landed with a group of Pilgrims in
Plymouth, Massachusetts.
3. Bradford was the second Governor of Plymouth.
4. The Pilgrims had a safe and uneventful voyage to America.
5. the Pilgrims landed at Hudson Bay.
6. The Pilgrims suffered a terrible first winter in America, during which
time most of them became ill and/or died.
7. Bradford praised William Brewster and Myles Standish for nursing the
sick.
8. The Indian Squanto taught the Pilgrims how to plant corn and where
to catch fish.
9. Pilgrims were ordinary people who desired only the freedom to
practice their faith in their own way.
10. Bradford believed that man controlled his destiny and that God’s
providence did not direct the history of the Pilgrims.
11. The peace terms between the settlers and the Indians benefited the
Indians more.
.
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Vocabulary Maps
Sentence
Synonym
Word
Picture
Sentence
Synonym
Word
Picture
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Name
Date
from OF PLYMOUTH PLANTATION
Reading Strategy: SUMMARIZE
When you summarize, you restate the main ideas and the most important details of what you read.
This process will help you sift through Bradford’s long, complex sentences for key information.
Directions: Of Plymouth Plantation has five sections. As you read, record the date or time the events occur
and a one-or two-sentence summary of each section. Also record any cultural characteristics that you notice.
Section: Their Safe Arrival at Cape Cod
Time of Year:
Cultural Characteristics:
Summary:
Section: The First Encounter
Time of Year:
Cultural Characteristics:
Summary:
Section: The Starving Time
Time of Year:
Cultural Characteristics:
Summary:
Section: Indian Relations
Time of Year:
Cultural Characteristics:
Summary:
Section: First Thanksgiving
Time of Year
Cultural Characteristics:
Summary:
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English III, Unit I, Lesson 3
Learning Goals for
Standards
CCSS RI 5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
this Lesson
Students will read
“Speech to the Virginia
Convention” and
understand the
colonists’ challenges.
argument, including whether the structure makes points clear, convincing, and engaging.
CCSS RI6: Determine an author's point of view or purpose in a text in which the rhetoric is particularly
effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text.
CCSS SL1: Write arguments to support claims in an analysis of substantive topics or texts, using valid
reasoning and relevant and sufficient evidence.
CCSS L 3a: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as
needed; apply an understanding of syntax to the study of complex texts when reading.
CCSS L4b: Identify and correctly use patterns of word changes that indicate different meanings or parts of
speech (e.g., conceive, conception, conceivable).
CCSS L4d: Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the
inferred meaning in context or in a dictionary).
CCSS L 5: Demonstrate understanding of figurative language, word relationships, and nuances in word
meanings.
CCSS L 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient
for reading, writing, speaking, and listening at the college and career readiness level; demonstrate
independence in gathering vocabulary knowledge when considering a word or phrase important to
comprehension or expression.
Students Will Know
-Aspects of the Revolutionary War
-Rhetorical Devices
-Rhetorical Question
-Argumentative Writing
-Allusion
-Figurative language
-Word Relationships
-Some of the founding fathers of the colonial period.
Students Will Be Able To
-Distinguish reasons for the need for the war.
-Discover rhetorical questions.
-Analyze and evaluate the effectiveness of the structure an
author uses in his or her exposition or argument
- Determine an author's point of view or purpose in a text in
which the rhetoric is particularly effective
- Demonstrate understanding of figurative language, word
relationships, and nuances in word meanings.
- Write arguments to support claims in an analysis of
substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
Lesson Essential Question
What stylistic and aesthetic choices does Patrick Henry make in “Speech to the Virginia Convention” that reinforces
his passionate conviction that the colonies should achieve independence from British rule?
(DOK -4 Analyze Author’s Choices)
Activating Strategy:
Show students video trailer for “Speech to the Virginia Convention” found
on Power Notes under Literature and Reading Resources (online text for
Holt/McDougal 11th Grade Text). Use Power Notes –PowerPoint to
complete the following: Whether it’s the winning shot in the final seconds
of the game, the right moment to ask someone out, or the decision to
accept a job offer—timing is everything. In the spring of 1775, Patrick
Henry had had enough of compromise with the British; it was time for
armed resistance. His address to the Virginia Convention turned out to be
a decisive moment not only in his own life but in the life of the United
States as well. DISCUSS With a partner, think of examples from sports,
politics, or everyday life when the time was right for decisive action. Then,
for one example, analyze why it was the right action at the right time. Share ideas with the class.
Key vocabulary to preview and vocabulary strategy
Tier 2: Insidious, Inviolate, Supinely, Vigilant
Tier 3: Rhetorical Question, Argument, Allusions, Appeals
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Use vocabahead.com http://www.vocabahead.com/StudyRoom/tabid/61/Default.aspx to introduce tier two words.
Use the K.I.M. strategy at the end of the lesson to teach tier two and three words. Description: KIM Vocabulary
Format - The purpose of the KIM format is to help you understand the meaning of the Key Concepts/Vocabulary
words by using the surrounding text in your reading.
KIM STRATEGIES
•Helps you learn to use the diagrams as a comprehension strategy.
•Makes an excellent study tool.
K-Key Concept or Vocabulary
I-Information
1) Definition from the glossary
2) Provide an alternate definition, description or additional detail about the concept.
You should find this within your reading or in the glossary
3)An example of your concept or vocabulary word
M-Memory Clue
•Include a diagram or picture that will help you remember the concept
•Your memory clue needs to be in COLOR! Your brain remembers color!
Lesson Instruction
Learning Activity 1: Continue on with Power Notes to introduce the following
rhetorical devices: rhetorical question, antithesis, repetition, parallelism, biblical
allusion. Explain to students that rhetorical devices are structures within
language that appeal to readers or listeners and communicate ideas.
• A rhetorical question is a question to which no answer is expected. (But when
shall we be stronger?)
• Antithesis expresses contrasting ideas in parallel grammatical structures. (Give
me liberty, or give me death!)
• Repetition is the recurrence of words, phrases, or lines. (Let it come! I repeat
it, sir, let it come!)
• Parallelism is a kind of repetition in which words or phrases in the same
grammatical form connect ideas. (Is life so dear, or peace so sweet . . .)
• Biblical allusions are references to events, figures, or phrases from the Bible. In
this selection, they have the rhetorical appeal of shared beliefs. With a partner,
decide whether the following phrases/sentences are an example of a rhetorical
question, antithesis, repetition, parallelism, or biblical allusion:
-*At 6:40 a.m., the ground began to heave. Windows rattled; then broke.
Objects started falling from shelves. Water heaters fell, tearing out plumbing.
Outside, the road began to break up. Water mains and gas lines wrenched apart,
causing flooding and the danger of explosion. Office buildings began cracking.
Soon twenty, thirty, forty stories of concrete dove at the helpless pedestrians
panicking below. (parallelism)
-*“It is raining so hard; I hope it doesn’t rain for 40 days and 40 nights.”
(Allusion)
-*“. . . For if we lose the ability to perceive our faults, what is the good of living
on?” Marcus Aurelius (Rhetorical Question)
-*“one small step for man, one giant leap for mankind” (Antithesis)
-*Now is the time to make real the promises of democracy. Now is the time to
rise from the dark and desolate valley of segregation to the sunlit path of racial
justice. Now is the time to lift our nation from the quicksand of racial injustice to
the solid rock of brotherhood. (Repetition)
Have student pairs share out choices and reasons for their choices.
Graphic Organizer
K.I.M. Strategy –see chart at the
end of lesson.
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As you read Henry’s speech, be on the lookout for rhetorical devices and how
they might have affected his audience.
Assessment Prompt for Learning Activity 1: 3, 2, 1 –Students will read Lincoln’s
speech – The Gettysburg Address and find three examples of repetition, two
examples of parallelism and one example of antithesis.
Learning Activity 2: Teacher will read aloud page 230 in holt/McDougal 11th
Grade text. Students will follow along and listen for examples of rhetorical
devices. Explain that writers who want to present contrasting ideas often use
antithesis and set off contrasting ideas with a conjunction. Have volunteers read
aloud lines 1–9, beginning with, “For my own part...” to identify examples of
antithesis. Assist students in uncovering the following examples: “same subject
in different lights” (line 3), “freedom or slavery” (line 8). Have students add these
examples to “Rhetorical Devices” graphic organizer. Teacher will then read page
232 aloud while students listen for examples of Biblical Allusion and rhetorical
Questions. Student pairs will reread lines 22–28 and answer the question: Why
do you think Henry might have chosen this Biblical allusion, and what does the
allusion reveal about Henry’s awareness of his audience? Students will reread
lines 29–40, answering each of the rhetorical questions. How is a listener likely
to respond to Henry’s final statements in lines 37–40? Student pairs will share
findings as well as reasoning for choices. Students will then note these examples
in their graphic organizers.
Assessment Prompt for Learning Activity 2: Sorts -Student pairs will complete a
sorting exercise placing ten phrases or paragraphs under the following headings:
Allusion, Repetition, Rhetorical Question and Antithesis. Teacher will check pairs
completed sorts and offer feedback.
Assignment
DRAMATIC SCENE: SCRIPT
Have students turn the occasion
of Henry’s speech into a dramatic
scene. Students might portray the
actual speech at the Virginia
Convention, inventing responses
and dialogue for the delegates
and any listeners. As an
alternative, students might
portray the scene in a colonial
town—perhaps in front of a
country store—as one person
reads the speech aloud to a
heterogeneous group. Listeners
might include a storekeeper, a
militiaman, a landowner and his
wife, a slave performing an
errand for a master, a traveling
trader, and a free African
American craftsperson, or other
characters appropriate to the
time and place.
Have students dramatize as a
group and then create a script
that other classes might use in
the future.
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Learning Activity 3: Student pairs will continue to read pages 233 & 234 to
locate additional examples of rhetorical devices. Students will note examples in
their graphic organizers. Student pairs should find two examples of repetition.
Henry repeats the word Sir and let it Come. Why do you think Henry repeats the
word sir so often in these paragraphs? Have the student pairs list reasons that
might explain this strategy. Pairs will share out their hypotheses. Then explain
that the word sir literally refers to the president of the Convention, but broadly it
is intended to affect all the delegates by emphasizing Henry’s respect for his
audience. The repetition of “let it come!” shows his determination to face the
conflict and stirs an emotional response.
Assessment Prompt for Learning Activity 3: Quick Write – Review the rhetorical
devices discussed on page 229. Which devices occur most frequently in Henry’s
speech? Do you think that rhetorical devices are an effective way to
communicate, or do you find them manipulative? Cite examples from the text to
support your answer. Volunteers will share out answers with class. Answer:
Henry uses rhetorical questions and parallelism most often. Students may say
that these devices are effective ways of presenting ideas. Others may say that
the devices are manipulative because they stir emotions rather than present
well-reasoned arguments.
Learning Activity 4: View video clip “The Case Against Good and Bad”
discussing the need for vivid word choice. Reread the speech with a partner
using whisper reading. In this famous speech, Patrick Henry speaks to members
of the Virginia convention, but clearly he is aware of a wider audience—even of
future generations reading his words. As your pair reads the speech, think about
Henry’s audience and how he uses language to appeal to his audience. What
tone or attitude do you detect in his language, and how does his choice of words
reveal his purpose as a speaker? In the chart, take notes on how Henry uses
language to appeal to his audience, what tone you detect in his language, and
how his choice of words reveals his purpose. Student pairs will share findings
with class. To help students identify appropriate words used to establish tone,
read aloud lines 1–14, emphasizing terms used to demonstrate respect. Then
have volunteers read the lines, emphasizing the tone. Possible answer: The
words “highly,” “abilities,” “worthy gentlemen,” and “revere” might be
emphasized to show respect. Reread lines 80–86. Notice how the pace or
momentum of the speech accelerates as Henry draws to a close. How does the
change in pace affect the speaker’s tone? What purpose do you detect in the
pace and tone of Henry’s closing lines?
Assessment Prompt for Learning Activity 4: Complete error analysis – Students
will be given two paragraphs where the author has used dull and uninteresting
words. Students will exchange these words with words that provide a vivid a
clearer picture for the reader. Students will share improved paragraphs with a
partner.
Learning Activity 5: COMPOSE A PERSUASIVE SPEECH Patrick Henry’s famous
speech is a classic example of effective oratory, the art of public speaking. Using
Henry’s speech as a model, write a three-to-five paragraph persuasive speech.
Students will use graphic organizer to plan speech.
PATRICK HENRY’S VIEWS: RESPONSE Ask students to imagine they are delegates
to the 1775 Virginia Convention. Have them write responses to Henry’s speech,
expressing either agreement or disagreement with his view that the colonies
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have no choice but to take up arms against Britain. Students may respond in the
form of speeches, letters, journal entries, newspaper or magazine articles, or
letters to newspaper editors. Responses should include both logical and
emotional reasons for the stated position, but should reflect a careful reading of
both the structure and content of Henry’s text, noting relevant examples and
quotations. Remind students to: Present a clear argument; Cite reasons and
evidence; Use rhetorical devices; Close with a strong statement.
Assessment Prompt for Learning Activity 5: Students will exchange paper with a
partner and provide three positive feedback statements surrounding the use of
rhetorical devices and one method to improve the use of rhetorical strategies in
their writing.
Summarizing Strategy:
What stylistic and aesthetic choices does Patrick Henry make in “Speech to the Virginia Convention” that reinforces
his passionate conviction that the colonies should achieve independence from British rule? Students will use graphic
organizers completed for this lesson to assist in answering the essential question. (DOK -4 Analyze Author’s Choices)
Resources:
http://ed.ted.com/lessons/the-case-against-good-and-bad
http://www.illinois.gov/alplm/museum/Learning/Documents/The_Gettysburg_Address.pdf
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Name
Date
SPEECH IN THE VIRGINIA CONVENTION
Text Analysis
RHETORICAL DEVICES
 Rhetorical devices are structures within language that appeal to readers or listeners
and communicate ideas.
• A rhetorical question is a question to which no answer is expected.
• Antithesis expresses contrasting ideas in parallel grammatical structures.
• Repetition is the recurrence of words, phrases, or lines.
• Parallelism is a kind of repetition in which words or phrases in the same grammatical form
connect ideas.
• Biblical allusions are references to events, figures, or phrases from the Bible.
Directions: In the chart, record an example of each rhetorical device from Patrick
Henry’s speech.
Rhetorical Device
Rhetorical question
Antithesis
Repetition
Parallelism
Biblical allusion
Example
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Name
Date
SPEECH IN THE VIRGINIA CONVENTION
Reading Strategy
READING A PERSUASIVE SPEECH
 When you read a persuasive speech, consider the speaker’s audience, tone, and
purpose.
Directions: In the chart, take notes on how Henry uses language to appeal to his
audience, what tone you detect in his language, and how his choice of words reveals his
purpose.
Notes
Audience
Tone
Purpose
NAME: _____________________________________________________ DATE: ____________________
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K.I.M. Strategy
Key Word
Information
The Gettysburg Address
Memory Cue
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Assessment Prompt
Read the address and find 3 examples of repetition, 2 examples of parallelism and 1
example of antithesis.
Four score and seven years ago our fathers brought forth on this continent a new
nation, conceived in liberty, and dedicated to the proposition that all men are
created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation,
so conceived and so dedicated, can long endure. We are met on a great battle-field
of that war. We have come to dedicate a portion of that field, as a final resting place
for those who here gave their lives that that nation might live. It is altogether fitting
and proper that we should do this.
But, in larger sense, we cannot dedicate, we cannot consecrate, we cannot hallow
this ground. The brave men, living and dead, who struggled here, have consecrated
it, far above our poor power to add or detract. The world will little note, nor long
remember what we say here, but it can never forget what they did here. It is for us
the living, rather, to be dedicated here to the unfinished work which they who
fought here have thus far so nobly advanced. It is rather for us to be here dedicated
to the great task remaining before us – that from these honored dead we take
increased devotion to that cause for which they gave the last full measure of
devotion – that we here highly resolve that these dead shall not have died in vain –
that this nation, under God, shall have a new birth of freedom – and that
government of the people, by the people, for the people, shall not perish from the
earth.
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Rhetorical devices Found in Gettysburg Address
Parallelism
Conceived in liberty,
dedicated to the
proposition
That nation, that war,
that field
So conceived, so
dedicated
Cannot dedicate, cannot
consecrate,
cannot hallow
Little note, long
remember
What we say here, what
they
did here
To the unfinished work,
to the
great task, to that cause
That these dead, that
this nation
Of the people, by the
people for
the people
Antithesis
Living, dead
Little note, long
remember
What we say here, what
they did here
Add, Detract
Gave their lives, Nation
might live
Alliteration
Fourscore, founding,
fathers, forth
New nation
Continent, conceived
World will
Note nor
We here highly
Of the people, by the
people, for the people,
perish
Repetition
New nation, that nation,
any nation
So conceived, so
dedicated
We are engaged, we are
met, we have come
We cannot dedicate, we
cannot consecrate, we
cannot hallow
Of the people, by the
people for the people
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Argument Essay Guidelines
INTRODUCTION
General statement about the topic:
Introduce the argument and mention the two articles and author names:
Thesis statement (Your position on the issue):
BODY PARAGRAPHS
CLAIM #1 with points and evidence
Topic Sentence:
Point 1 with evidence:
Point 2 with evidence:
Point 3 with evidence:
CLAIM #2 with points and evidence
Topic Sentence:
Point 1 with evidence:
Point 2 with evidence:
Point 3 with evidence:
COUNTERCLAIM (counter argument, what would someone say against your points mentioned above) and
REBUTTAL (Your direct response to the counterclaim)
Topic Sentence (counterclaim):
Argument Against (and rebuttal) with evidence:
Argument Against (and rebuttal) with evidence:
Argument Against (and rebuttal) with evidence:
CONCLUSION
Rephrase your claim:
Make possible suggestions:
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English III, Unit I, Lesson 4
Standards
Learning Goals for
this Lesson
Students read the
Declaration of
Independence and
recognize the
grievances faced by the
colonists in their fight
for independence.
CCSS RI 4: Determine the meaning of words and phrases as they are used in a text, including figurative,
connotative, and technical meanings; analyze how an author uses and refines the meaning of a key term or
terms over the course of a text (e.g., how Madison defines faction in Federalist No. 10).
CCSS RI 5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or
argument, including whether the structure makes points clear, convincing, and engaging.
CCSS RI 8: Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional
principles and use of legal reasoning (e.g., in U.S. Supreme Court majority opinions and dissents) and the
premises, purposes, and arguments in works of public advocacy (e.g., The Federalist, presidential addresses).
CCSS W 1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning
and relevant and sufficient evidence.
CCSS SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and
teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and
expressing their own clearly and persuasively.
CCSS L 3a: Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed;
apply an understanding of syntax to the study of complex texts when reading.
CCSS L 4c: Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or
function in a sentence) as a clue to the meaning of a word or phrase.
CCSS L 6: Acquire and use accurately general academic and domain-specific words and phrases, sufficient for
reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence
in gathering vocabulary knowledge when considering a word or phrase important to comprehension or
expression.
Students Will Know
-Aspects of the Declaration of Independence.
-Text structure.
-Argument.
Students Will Be Able To
-Explore the document in more depth to come to a better
understanding of America’s founding principles.
-Identify how Jefferson structures his text.
-Evaluate the basic principles of an argument.
Lesson Essential Question
What literary options does Thomas Jefferson employ in the Declaration of Independence in order to convey the
challenges the colonists faced in their struggle for independence? (DOK -4 Analyze author’s choices for text structure
and rhetorical strategies within an argument)
Activating Strategy:
Introduce Warm Up: When is rebellion justified?
Word Splash: Have the students write or draw all the words that come to mind when asked “When is rebellion
justified?” Give the students 30 seconds. After the 30 seconds, have students share with their partners. See how
many ideas are the same and how many are different. Use Power Notes PowerPoint to continue to introduce the
topic of rebellion.
Example
DSCYF EDUCATION UNIT
Key vocabulary to preview and vocabulary strategy
Tier 2: Usurpation, Endeavor, Tenure, Acquiesce, Rectitude
Tier 3: Claim, Counterclaim, Appeals,
Frayer Model
Frayer Model will be utilized to discuss the vocabulary for the unit. Each tier word will be placed in the middle of the
organizer. Then the students will write the denotation of the upper left hand box from various tools (i.e. dictionary,
thesaurus) and explain definition in their own words at the end of Frayer work. Students will then give examples of
how the word is used. Next, the students will write facts and/or characteristics of the word so they can generalize
how the word is used. Finally, students will write all the non-examples of the word so the students know what the
word is not.
Lesson Instruction
Learning Activity 1: Explain to students that this public document by
Thomas Jefferson asserts the argument that people have the right and
duty to form a new government when the existing government abuses
their “unalienable rights.” Jefferson supports his assertion with a long
list of grievances against British King George III. He then concludes with
a declaration that the United Colonies are free and independent, and
their connection with Great Britain dissolved. Ask students to look for
the reasons that Jefferson uses to justify the colonies’ demands for
independence as they listen and read. Teacher will first read page 240
(The Preamble) to students. Then student pairs will reread lines 7-15 to
determine the claim Jefferson presents in the preamble of the
Declaration, and what support he provides to back his claim? Have
students use the text structure graphic organizer to collect their
evidence.
Assessment Prompt for Learning Activity 1: $2.00 Summary –Students
will explain Jefferson’s claim in twenty words. Students will share
summary.
Learning Activity 2: Teacher will read lines 15-27 and students will
listen for Jefferson’s counterclaim. Remind them that a counterclaim
responds to an opponent’s views. Student pairs will reread lines 15-27
and summarize Jefferson’s counterclaim. Pairs will share out
summaries. Teacher will then read lines 27-58 explaining that these
lines contain the list of reasons Jefferson has listed to support his claim.
Ask student to think about this question while the lines are being read:
Why might the list of complaints make up the largest part of the fourpart structure? When finished give students two minutes to write their
individual answers down. Ask student to pair up and share answers.
Students will then share ideas with the class. Point out that there are 18
separate complaints beginning with “He,” (repetition) each of which
discusses an action by the king that colonists oppose. Remind students
that each complaint is further support for Jefferson’s argument.
Assessment Prompt for Learning Activity 2: Sort -Student pairs will be
given an envelope with one claim, one counterclaim and three
supporting statements. The pairs will place them in order starting with
the claim, then the counterclaim and finally the supporting statements.
Students will share out sequences and explain the reasoning behind
their ordering.
Graphic Organizer
Vocabulary Strategy
Claim and Support Chart
Claim
Support
Summary
Assignment
The People v. Jefferson
You have been appointed as a law clerk to
begin the difficult task of defending
Thomas Jefferson in his suit with the
A.T.J.S. of A. (Anti-Thomas Jefferson Society
of America).
Before you begin, review the charges made
by the A.T.J.S. of A.
You will need to gather as much evidence
as you can to show that the claims of the
A.T.J.S. of A. are unfounded and malicious.
You will need to find examples in letters he
DSCYF EDUCATION UNIT
Learning Activity 3: Teacher will remind students what the rhetorical
device parallelism entails - Parallelism is a kind of repetition in which
words or phrases in the same grammatical form connect ideas. (Is life
so dear, or peace so sweet . . .) (if mini lesson is needed please insert
here). Teacher will read lines 59-76 and students will listen to answer
the following: How does Jefferson’s use of parallelism and paragraph
structure contribute to the persuasive impact of these lines? Student
pairs will reread the lines and develop a shared response. Students will
share responses with the class. (These devices increase the cumulative
emotional impact of the wrongs that Jefferson lists.) Then student pairs
will read lines 77-116 using the PALS reading strategy to locate
examples of the problem-solution text structure used in these lines. If
a review of text structure/patterns of organization is necessary use
PowerPoint located (especially section on problem/solution):
http://dscyfeducation.wikispaces.com/ELA+Resources Teacher will
facilitate persevering through problem-solving and provide small clues
to lead student pairs toward the following examples: Direct them to the
grievances against the king (lines 77–90), attempts to achieve justice
(lines 91–101), and the action plan (lines 102–116). Student pairs will
team up with another pair to explain choices. Students will share
answers with the class. Finally, student pairs will reread lines 105-116
to summarize the concluding statements or conclusion.
Assessment Prompt for Learning Activity 3: 4, 3, 2, 1 –Provide the 4
parts to an argument, 3 sentences summarizing the Declaration of
Independence, 2 rhetorical devices used by Thomas Jefferson and give
1 reason for breaking away from British rule that strikes you as most
important and why. Students will share out responses for last question.
Learning Activity 4: Write this example of a writer’s argument on the
board: Many people say that the loyal and friendly dog is man’s (or
woman’s) best friend. However, I vote for the cat as our best friend.
Cats are not only loyal and friendly, but also independent and
undemanding. Best of all, cats make reliable foot warmers on cold
nights, when dogs are snoring on the couch. Point out to students the
claim (sentence 2), the support (sentences 3 and 4), and the
counterclaim (sentence 1). GUIDED PRACTICE Ask students to provide
an opposing view and counterargument to this claim: “Nothing beats a
climate with four seasons.” Have students analyze and evaluate the
elements of the argument developed with a peer and share answers
with the class.
Assessment Prompt for Learning Activity 4: Quick Write or Journal
Entry -Students will create a quick write creating an argument to
support the following claim: Illegal drug use is detrimental because it
encourages gang violence. Exchange paragraph with peer and provide
feedback surrounding strengths and an area that could be improved.
wrote, his actions, and communications
that will exonerate Thomas Jefferson of the
charges leveled against him.
At stake is Jefferson's estate, reputation,
and political future as a leader in the
United States.
It is imperative when you find evidence to
support Jefferson that you write it down as
close to word-for-word as possible.
The following sources will provide some
assistance in your efforts to gather
favorable evidence. There will also be a few
sources present that WILL NOT paint such a
positive view of Jefferson. However, for you
to defend him, you will also need to see
arguments that the opposition will present
in the case against Jefferson.
Here is a list of the sources. You will
determine the usefulness of each.
Defense Research Links:
 Original rough draft of the
Declaration of Independence
 Thomas Jefferson to Benjamin
Banneker
 Thomas Jefferson to William
Burwell
 Thomas Jefferson to David Barrow
Gather evidence in SUPPORT of Thomas
Jefferson. Be sure to cite your sources for
each piece of evidence you find.
Summarizing Strategy:
What literary options does Thomas Jefferson employ in the Declaration of Independence in order to convey the
challenges the colonists faced in their struggle for independence? Students will complete a one minute paper
explaining their thinking regarding Jefferson’s argumentative appeals. (DOK -4 Analyze author’s choices for text
structure and rhetorical strategies within an argument)
DSCYF EDUCATION UNIT
Resources:
Song: Too Late to Apologize: The Declaration of Independence http://www.youtube.com/watch?v=uZfRaWAtBVg
Hollywood Reads the Declaration: http://www.youtube.com/watch?v=ETroXvRFoKY&feature=related
Assignment: http://www.loc.gov/teachers/classroommaterials/lessons/equal/studentindex.html
http://edsitement.neh.gov/lesson-plan/declare-causes-declaration-independence#section-20052
DSCYF EDUCATION UNIT
THE DECLARATION OF INDEPENDENCE
Reading Skill
ANALYZE TEXT STRUCTURE
The Declaration of Independence consists of four main parts: a preamble that
announces the reasons for the document, a declaration of people’s natural rights and
relationship to government, a list of complaints against the British king, and a
conclusion that formally states America’s independence.
Directions: In the chart, identify the most important point of each section and record
some of the complex ideas put forth by Jefferson. An example has been done for you.
Section
Main Point
Complexities
1. Preamble lines 1–6
Independence requires a
public statement of reasons.
The laws of nature and God
support justice.
2. Declaration of Rights
3. List of Complaints
4. Conclusion
DSCYF EDUCATION UNIT
People v. Jefferson
(Assignment)
CLAIM:_____________________________________________________________________________
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Reason
Reason
Reason
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Evidence
Evidence
Evidence
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Opposing View
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My Response to Opposing View
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