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Getting to the Core Grade ELA Unit...paragraph and create an argument related to the essential...
Transcript of Getting to the Core Grade ELA Unit...paragraph and create an argument related to the essential...
Getting to the Core
9th-10th Grade Common Core Unit of Study
ELA Conflict is Inevitable
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Santa Ana Unified School District Common Core Unit Planner-Literacy
Unit Title: Conflict is inevitable Grade
Level/Course: 9th-10th Grade ELA Time Frame: 10 days
Big Idea (Enduring
Understandings):
Big Idea:Conflict Enduring Understandings: Conflict is inevitable
Essential Questions:
Should conflict be embraced? (Preparing the Learner Lesson 1 and Lesson 2) How does conflict impact relationships? ( All lessons and summative assessment) How does silence impact conflict? (Lesson 2) Is conflict valuable? (Lesson 3) What are the possible results of avoiding conflict? (Lesson 4)
Instructional Activities: Activities/Tasks
Lesson: 4(3-4 days) and 5(2 Days)
Activity: Read and circle unknown words, and underlinerepeated words
Activity: Jigsaw with a group of four-Summarize their part and discuss the author’s purpose.
Activity: Focus on essential question-Tree map onembracing or avoiding conflict
Complex Text: “The Unknown Citizen” (3-4 days)
(**Lesson 5 is the Summative Assessment Lesson) (2 Days)
Read 1 Read2 Read 3
Lesson: 1-Preparing the Learner Lesson(2 days)
Activity: unencumbered read
Activity:Partner Share: Text dependent
questions and Class Round Robin
Activity:Pre-Assessment:
Argumentative Writing
Complex Text: “The Lady, or the Tiger?” (synopsis& excerpt)
Read 1 Read 3Read2
Lesson: 2 (2 Days)
Activity: Pull out significant quotes that speak to the author’s perspective
Activity: Compare and contrast two excerpts from the text
Activity: Pair read last paragraph and create an argument related to the essential question
Complex Text: “Hope, Despair, and Memory”
Read 1 Read2 Read 3
Lesson: 3 (3days)
Activity: Unencumbered read-circle new vocabulary words
Activity: Figurative Language Tree Map
Activity:Focus on Pronouns-Individual vs. group
Complex Text: “I Have a Dream” Speech
Read 1 Read2 Read 3
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21st Century Skills:
Learning and Innovation:
Critical Thinking & Problem Solving Communication& Collaboration Creativity & Innovation
Information, Media and Technology:
Information Literacy Media Literacy Information, Communications & Technology Literacy
Essential Academic Language:
Tier II:inevitable, translucent, embrace, endure, humiliation, transcend, bewilderment, anguish, naïve, accomplish, cattle cars, committed, promissory note, beacon, languishing, inextricably, unalienable, heir, degenerate, militancy, tribulations, Emancipation Proclamation, exile, manacles, redemptive, saint, absurd, proper, certainly, Social Psychology, content, installment, scab, dues, mates, sensible, union, phonograph, eugenist
Tier III:argument, claim, evidence, explanation, conclude, conflict, transition, reasons, conclude, simile, metaphor, imagery, figurative language
What pre-assessment will be given? Quickwrite in which they write an argumentative response to the essential question, “Should conflict be embraced?”
How will pre-assessment guide instruction? The students and teacher will see, from the rubric, where their argument and/or support for the argumentislacking.
Standards Assessment of Standards(include formative and summative)
Common Core Learning Standards Taught and Assessed (include one or more standards for one or more of the areas below. Please write out the complete text for the standard(s) you include.)
What assessment(s) will be utilized for this unit? (Include the types of both formative assessments (F) that will be used throughout the unit to inform your instruction and the summative assessments (S) that will demonstrate student mastery of the standards.)
What does the assessment tell us?
Bundled Reading Literature Standard(s): 9-10 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.
9-10 RL.2-- Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 9-10 RL.10-- By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades
F) Exit slip: Determine what the main idea of “The Unknown Citizen” is. Use quotes from the poem to support your response. (Lesson 4, 1st read)
(F) Exit slip: Based on what you read, list 2 to 3 actions the “Unknown Citizen” took and state what conflict he avoided by taking those actions. (Lesson 4, 2nd read)
F) Create your own bumper sticker using any of the
These assessments will show students’ ability to cite textual evidence to support analysis. It will also show students’ ability to comprehend complex literature. This assessment addresses a student’s ability to determine
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9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.
resources provided: pictures, quotes on board, quotes from speech and/or thinking map to illustrate the main idea of Elie’s speech. (Lesson 2)
(F)All students return to their own desk and answer the question, “Did Elie embrace conflict? Why orwhy not? Support your response with textual support. (Lesson 2) (S) In a paragraph, consider the author’s final questions in the poem: “Was he free? Was he happy?” Do you think avoiding conflict makes people happy? What are the possible consequences of avoiding conflict? Use evidence from the poem to support your answer. (Teacher will use the provided rubric to assess student work.) (Lesson 4 assessment)
the theme a work. This shows the student’s ability to analyze how an author develops their theme throughout their writing. In this assessment, students evaluate the essential question as it relates to the author’s message. In addition, they are prompted to cite their claims with evidence.
Bundled Reading Informational Text Standard(s): 9-10.RIT.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
9-10.RIT.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
9-10.RIT.9 – Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.
9-10.RIT.2-- Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. 9-10 RIT.6-- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
(F) – Students must provide evidence in Gallery Walk Handout, Figurative Language Table Map, and Conflict Tree Map. (Lesson 3)
(F) – Students must interpret examples of figurative language and respond to an exit ticket’s question about the effect of the use of this language (Lesson 3).
(F) – Students must respond to exit ticket questions and the Conflict Tree Map to show they understand King’s argument (Lesson 3)
(S) – Students must determine King’s perspective on the value of conflict and provide evidence to support their claim (Lesson 3).
The requirement to include evidence tells us whether students are able to find relevant evidence to support claims.
The Figurative Language Table shows us whether students understand the use of figurative language and how it affects a reader’s emotions.
The Conflict Tree Map and exit slips show us whether students understand King’s point.
The summative assessment shows not only whether students understand King’s argument but also whether they are progressing in their ability to support an argument with textual evidence.
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Common Core Learning Standards Taught and Assessed (include one or more standards for one or more of the areas below. Please write out the complete text for the standard(s) you include.)
What assessment(s) will be utilized for this unit? (Include the types of both formative assessments (F) that will be used throughout the unit to inform your instruction and the summative assessments (S) that will demonstrate student mastery of the standards.)
What does the assessment tell us?
Bundled Writing Standard(s): 9-10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
(S) In a paragraph, consider the author’s final questions in the poem: “Was he free? Was he happy?” Do you think avoiding conflict makes people happy? What are the possible consequences of avoiding conflict? Use evidence from the poem to support your answer. (Teacher will use the provided rubric to assess student work.) (Lesson 4 assessment) (S) Honors classes may be assigned the task to rewrite the poem focusing on the “unknown citizen” taking different actions that lead to conflict.How would his life be different had he not avoided conflict? What actions would lead to conflict in his life?(Lesson 4)
(F) Create your own bumper sticker using any of the resources provided: pictures, quotes on board, quotes from speech, thinking map sentence, to illustrate the main idea of Elie’s speech (Lesson 2)
(F)All students return to their own desk and answer the question, “Did Elie embrace conflict? Why? Why not? Support your response with text (Lesson 2).
(F) Students must provide evidence in all activities completed during class (Lesson 3--emphasis on Gallery Walk handout, Figurative Language Table, and Conflict Tree Map).
(S) Students must write an argument in which they make a claim about ways conflict can bring people together and support it with evidence from King’s speech and explanation (Lesson 3).
This assessment tells me that students were able to effectively write claims and support their claims with text and valid reasoning. Both of these assessments will show the student’s ability to support arguments with claims supported by text and valid reasoning. This tells us whether students are making progress toward gathering relevant evidence. This tells us whether students are making progress from the pre-assessment and the previous lesson in constructing arguments that support claims in a valid, relevant, and sufficient manner.
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BundledSpeaking and Listening Standard(s): 9-10 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 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. a. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the currentdiscussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement anddisagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
(F) – Students participate in partner, group, and full-class discussions to complete each of the activities throughout the lesson. All students are expected to participate and to explain why they have made a choice or given an answer (Lesson 1) (F) Students discuss what the author’s purpose was in writing “The Unknown Citizen.” What is the author trying to get you to understand? (Lesson 4, 2nd read) (F)- Review Class Circle Map and conduct a “whiparound” where students will state their opinion on the Enduring Understanding, Students will respond to the sentence frame, “In my opinion, Conflict is or is not inevitable because…” (Lesson 1) (S) Argumentative Digital Presentation (Lesson 5/Summative assessment) Students will create a digital argumentative in which they answer the following question: a. Because conflict is inevitable, should it be embraced or avoided? b. Be sure to consider relationships, society, and ourselves (internal conflicts)
This tells us whether students can articulate their own ideas in a manner that responds to that of a partner or the rest of the class. It also helps us to see if students are making progress toward understanding the elements of argument without the difficulties in writing they may face. This assessment will show the teacher to what extent the students are able to respond thoughtfully to diverse perspectives, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
How well students can state a claim and validate their claim with evidence from the text. It increases their knowledge of technology for 21st Century skills.
Bundled Language Standard(s): 9-10.L.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 9-10. L.1-- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
(F) – Students will complete an activity (Figurative Language Table) in which they identify examples of figurative language, translate them into literal language, and evaluate the emotion they elicit (Lesson 3) (F) – Students will complete an exit slip activity in which they discuss why King might have used figurative language in his argument (Lesson 3)
This will show us whether they can identify and interpret figurative language. This will show us whether students understand the purpose behind using figurative language in a speech or piece of writing.
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Resources/ Materials:
Complex Texts to be used Informational Text(s) Titles:Excerpts from “The Lady,or the Tiger,” “I Have a Dream” by Martin Luther King, Jr. “Hope Despair and Memory” by Elie Wiesel Literature Titles: Text of a scene from The Matrix, “The Unknown Citizen” (Poem) Primary Sources: Photographs of Elizabeth Eckford entering Little Rock High School and a nonviolent protest in front of Woolsworth Media/Technology: Norman Rockwell paintings The Problem We All Live With, Southern Justice, and Negro in the Suburbs, Video “Missing Piece”, http://www.shmoop.com/unknown-citizen/ , Pleasantvillevideo clip. Other Materials: Photographs of Martin Luther King, Jr. giving his speech, Picture of Elie Wiesel in concentration camp, Tag board for “themes,” rubric for argumentative writing, conflict cards, Gallery walk handout, emotion wheel,
Interdisciplinary Connections:
Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. math, social studies, art, etc.) Students can make connections to their history courses in our discussion of the Civil Rights movement; students can also make connections to current political/cultural events and examples of conflict or discrimination. Students can make connections between the emotional impact of figurative language and images in artwork (paintings and photography). Students are building a growing understanding through all of the lessons of how people persuade one another (both through text and bumper sticker slogans) – this can apply to history, culture, science, and possibly other courses as well.
Differentiated Instruction:
Based on desired student outcomes, what instructional variation will be used to address the needs of English Learners by language proficiency level? Students can be provided with sentence frames and additional vocabulary support; teachers can choose between having students find examples of figurative language and providing examples for them to analyze; teachers can read the excerpts aloud instead of having them read it independently.
Based on desired student outcomes, what instructional variation will be used to address the needs of students with special needs, including gifted and talented? Special Needs: Teachers can perform the first unencumbered read with the students. Pair students with similar proficiency levels and provide text dependent questions that will provide guided inquiry asstudents access the complex text. GATE:
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Students can be given extended directions for the first read (answering Who, What, When, Where, Why or finding the most meaningful word, phrase, etc.); students can do additional research on background or other historical examples; students can find their own examples instead of using teacher-provided examples for Figurative Language and Conflict tree maps (Lesson 3). Have students create a bumper sticker that illustrates the theme of the poem as it relates to the conflict (Lesson 4). Rewrite the poem, “The Unknown Citizen,” have students choose different actions that will lead to conflict and then have students explain how the changes in actions changed the meaning of the poem (Lesson 4).
SAUSD Common Core Lesson 1
SAUSD Common Core Lesson Planner Teacher:
Unit: Lesson #:1 Preparing the Learner Lesson
Grade Level/Course: English 9/10
Duration: 2 periods Date:
Common Core and Content Standards
Content Standards: 10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 10.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 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
Materials/ Resources/
Lesson Preparation
• Circle Map (Appendix 1A) • “The Lady, or the Tiger” Synopsis and Companion Texts (Appendix 1B) • Text Dependent Questions (Appendix 1C) • http://learningenglish.voanews.com/audio/audio/5922.html(Audio of “The Lady, or the Tiger”
(abridged version) • Conflict Definition sheet (Appendix D) • List of Vocabulary Terms for preparing the learner ( Appendix E 1, E2, and E3) • Rubric for Argumentative Writing Unit (Appendix F) • Model for Slide 1 and 2 of Digital Presentation (Appendix G) • Document Camera • Projector
Objectives
Content: Day 1- Students will learn that conflict always has a resolution, even when an individual chooses not to address it. Day 2-Students will identify the elements of an argument through an analysis of their own writing.
Language: Students will analyze nuances of vocabulary by stating a claim as a basis for an argument. .
Depth of Knowledge Level
Level 1: Recall Level 2: Skill/Concept
Level 3: Strategic Thinking Level 4: Extended Thinking
College and Career Ready
Skills
Demonstrating independence Building strong content knowledge
Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Core Instructional
Shifts
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
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13
Conflict
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Student Responses
from Lady & the Tiger It should be embraced
14
Appendix 1B
“The Lady, or the Tiger” Synopsis
“The Lady, or the Tiger,” by Frank R. Stockton is about a fairy tale king who entertains
his subjects through public trials with verdicts that are determined by chance. In every
trial, the accused subject (guilty or not) must choose to open one of two identical doors.
Behind one door is the reward—a beautiful lady to marry. If the accused subject chooses
this door, he is deemed to be innocent of the crime for which he is accused. Behind the
other door lies the punishment—a ferocious tiger. In this case, the accused is considered
guilty and receives his just punishment, getting ripped to shreds by a ferocious tiger.
When the king’s daughter takes on a lover, a courtier to the king, he is discovered and
jailed. This particular trial takes on personal significance for the king and the princess.
The young man’s hopes for survival rest with the princess. For, the princess, “possessed
of more power, influence, and force of character than anyone who had ever before been
interested in such a case, had done what no other person had done—she had possessed
herself of the secret of the doors. She knew in which of the two rooms, that lay behind
those doors, stood the cage of the tiger, with its open front, and in which waited the
lady.” Furthermore, the lady behind the “door of innocence” is the princess’s rival!
Stockton continues, now the point of the story is this: Did the tiger come out of that
door, or did the lady?
The more we reflect upon this question, the harder it is to answer. It involves a study
of the human heart which leads us through devious mazes of passion, out of which it is
difficult to find our way. Think of it fair reader, not as if the decision of the question
depended upon yourself, but upon that hot-blooded, semi-barbaric princess, her soul at a
white heat beneath the combined fires of despair and jealousy. She had lost him, but who
should have him? How often, in her waking hours and in her dreams, had she started in
wild horror, and covered her face with her hands as she thought of her lover opening the
door on the other side of which waited the cruel fangs of the tiger!
But how much oftener had she seen him at the other door! How in her grievous
reveries had she gnashed her teeth, and torn her hair, when she saw his start of
rapturous delight as he opened the door of the lady! How her soul had burned in agony
when she had seen him rush to meet that woman, with her flushing cheek and sparkling
eyes of triumph; when she had seen him lead her forth, his whole frame kindled with the
15
Appendix 1B
joy of recovered life; when she had heard the glad shouts from the multitudes, and the
wild ringing of the happy bells; when she had seen the priest, with his joyous followers,
advance to the couple, and make them man and wife before her very eyes; and when she
had seen them walk away together upon their path of flowers, followed by the tremendous
shouts of hilarious multitude, in which her one despairing shriek was lost and drowned!
…
The question of her decision is one not to be lightly considered, and it is not for me to
presume to set myself up as the one person able to answer it. And so I leave it with all of
you: Which came out of the opened door—the lady or the tiger?
16
STORYTELLER: The Lady, or the Tiger (abridged)
Long ago, in the very olden time, there lived a powerful king. Some of his ideas were progressive. But others caused people to suffer.
One of the king's ideas was a public arena as an agent of poetic justice. Crime was punished, or innocence was decided, by the result of chance. When a person was accused of a crime, his future would be judged in the public arena.
All the people would gather in this building. The king sat high up on his ceremonial chair. He gave a sign. A door under him opened. The accused person stepped out into the arena. Directly opposite the king were two doors. They were side by side, exactly alike. The person on trial had to walk directly to these doors and open one of them. He could open whichever door he pleased.
If the accused man opened one door, out came a hungry tiger, the fiercest in the land. The tiger immediately jumped on him and tore him to pieces as punishment for his guilt. The case of the suspect was thus decided.
Iron bells rang sadly. Great cries went up from the paid mourners. And the people, with heads hanging low and sad hearts, slowly made their way home. They mourned greatly that one so young and fair, or so old and respected, should have died this way.
But, if the accused opened the other door, there came forth from it a woman, chosen especially for the person. To this lady he was immediately married, in honor of his innocence. It was not a problem that he might already have a wife and family, or that he might have chosen to marry another woman. The king permitted nothing to interfere with his great method of punishment and reward.
Another door opened under the king, and a clergyman, singers, dancers and musicians joined the man and the lady. The marriage ceremony was quickly completed. Then the bells made cheerful noises. The people shouted happily. And the innocent man led the new wife to his home, following children who threw flowers on their path.
This was the king's method of carrying out justice. Its fairness appeared perfect. The accused person could not know which door was hiding the lady. He opened either as he pleased, without knowing whether, in the next minute, he was to be killed or married.
Sometimes the fierce animal came out of one door. Sometimes it came out of the other.
This method was a popular one. When the people gathered together on one of the great trial days, they never knew whether they would see a bloody killing or a happy ending. So everyone was always interested. And the thinking part of the community would bring no charge of unfairness against this plan. Did not the accused person have the whole matter in his own hands? 17
The king had a beautiful daughter who was like him in many ways. He loved her above all humanity. The princess secretly loved a young man who was the best-looking and bravest in the land. But he was a commoner, not part of an important family.
One day, the king discovered the relationship between his daughter and the young man. The man was immediately put in prison. A day was set for his trial in the king's public arena. This, of course, was an especially important event. Never before had a common subject been brave enough to love the daughter of the king.
The king knew that the young man would be punished, even if he opened the right door. And the king would take pleasure in watching the series of events, which would judge whether or not the man had done wrong in loving the princess.
The day of the trial arrived. From far and near the people gathered in the arena and outside its walls. The king and his advisers were in their places, opposite the two doors. All was ready. The sign was given. The door under the king opened and the lover of the princess entered the arena.
Tall, beautiful and fair, his appearance was met with a sound of approval and tension. Half the people had not known so perfect a young man lived among them. No wonder the princess loved him! What a terrible thing for him to be there!
As the young man entered the public arena, he turned to bend to the king. But he did not at all think of the great ruler. The young man's eyes instead were fixed on the princess, who sat to the right of her father.
From the day it was decided that the sentence of her lover should be decided in the arena, she had thought of nothing but this event.
The princess had more power, influence and force of character than anyone who had ever before been interested in such a case. She had done what no other person had done. She had possessed herself of the secret of the doors. She knew behind which door stood the tiger, and behind which waited the lady. Gold, and the power of a woman's will, had brought the secret to the princess.
She also knew who the lady was. The lady was one of the loveliest in the kingdom. Now and then the princess had seen her looking at and talking to the young man.
The princess hated the woman behind that silent door. She hated her with all the intensity of the blood passed to her through long lines of cruel ancestors.
Her lover turned to look at the princess. His eye met hers as she sat there, paler and whiter than anyone in the large ocean of tense faces around her. He saw that she knew behind which door waited the tiger, and behind which stood the lady. He had expected her to know it.
18
The only hope for the young man was based on the success of the princess in discovering this mystery. When he looked at her, he saw that she had been successful, as he knew she would succeed.
Then his quick and tense look asked the question: "Which?" It was as clear to her as if he shouted it from where he stood. There was not time to be lost.
The princess raised her hand, and made a short, quick movement toward the right. No one but her lover saw it. Every eye but his was fixed on the man in the arena.
He turned, and with a firm and quick step he walked across the empty space. Every heart stopped beating. Every breath was held. Every eye was fixed upon that man. He went to the door on the right and opened it.
Now, the point of the story is this: Did the tiger come out of that door, or did the lady?
The more we think about this question, the harder it is to answer. It involves a study of the human heart. Think of it not as if the decision of the question depended upon yourself. But as if it depended upon that hot-blooded princess, her soul at a white heat under the fires of sadness and jealousy. She had lost him, but who should have him?
How often, in her waking hours and in her dreams, had she started in wild terror, and covered her face with her hands? She thought of her lover opening the door on the other side of which waited the sharp teeth of the tiger!
But how much oftener had she seen him open the other door? How had she ground her teeth, and torn her hair, when she had seen his happy face as he opened the door of the lady! How her soul had burned in pain when she had seen him run to meet that woman, with her look of victory. When she had seen the two of them get married. And when she had seen them walk away together upon their path of flowers, followed by the happy shouts of the crowd, in which her one sad cry was lost!
Would it not be better for him to die quickly, and go to wait for her in that blessed place of the future? And yet, that tiger, those cries, that blood!
Her decision had been shown quickly. But it had been made after days and nights of thought. She had known she would be asked. And she had decided what she would answer. And she had moved her hand to the right.
The question of her decision is one not to be lightly considered. And it is not for me to set myself up as the one person able to answer it. And so I leave it with all of you:
Which came out of the open door – the lady, or the tiger?
19
The Lady Or The Tiger?By Frank Stockton
Long ago, in the very olden time, there lived a powerful king. Some of his ideas wereprogressive. But others caused people to suffer.
One of the king's ideas was a public arena as an agent of poetic justice. Crime waspunished, or innocence was decided, by the result of chance. When a person wasaccused of a crime, his future would be judged in the public arena.
All the people would gather in this building. The king sat high up on his ceremonialchair. He gave a sign. A door under him opened. The accused person stepped outinto the arena. Directly opposite the king were two doors. They were side by side,exactly alike. The person on trial had to walk directly to these doors and open one ofthem. He could open whichever door he pleased.
If the accused man opened one door, out came a hungry tiger, the fiercest in theland. The tiger immediately jumped on him and tore him to pieces as punishment forhis guilt. The case of the suspect was thus decided.
Iron bells rang sadly. Great cries went up from the paid mourners. And the people,with heads hanging low and sad hearts, slowly made their way home. They mournedgreatly that one so young and fair, or so old and respected, should have died this way.
But, if the accused opened the other door, there came forth from it a woman, chosenespecially for the person. To this lady he was immediately married, in honor of hisinnocence. It was not a problem that he might already have a wife and family, or that hemight have chosen to marry another woman. The king permitted nothing to interferewith his great method of punishment and reward.
Another door opened under the king, and a clergyman, singers, dancers andmusicians joined the man and the lady. The marriage ceremony was quicklycompleted. Then the bells made cheerful noises. The people shouted happily. And theinnocent man led the new wife to his home, following children who threw flowers ontheir path.
This was the king's method of carrying out justice. Its fairness appeared perfect. Theaccused person could not know which door was hiding the lady. He opened either ashe pleased, without knowing whether, in the next minute, he was to be killed or married.Sometimes the fierce animal came out of one door. Sometimes it came out of the other.This method was a popular one. When the people gathered together on one of thegreat trial days, they never knew whether they would see a bloody killing or a happyending. So everyone was always interested. And the thinking part of the community
20
would bring no charge of unfairness against this plan. Did not the accused person havethe whole matter in his own hands?
The king had a beautiful daughter who was like him in many ways. He loved herabove all humanity. The princess secretly loved a young man who was the best-lookingand bravest in the land. But he was a commoner, not part of an important family.
One day, the king discovered the relationship between his daughter and the youngman. The man was immediately put in prison. A day was set for his trial in the king'spublic arena. This, of course, was an especially important event. Never before had acommon subject been brave enough to love the daughter of the king.
The king knew that the young man would be punished, even if he opened the rightdoor. And the king would take pleasure in watching the series of events, which wouldjudge whether or not the man had done wrong in loving the princess.
The day of the trial arrived. From far and near the people gathered in the arena andoutside its walls. The king and his advisers were in their places, opposite the two doors.All was ready. The sign was given. The door under the king opened and the lover of
the princess entered the arena.
Tall, beautiful and fair, his appearance was met with a sound of approval and tension.Half the people had not known so perfect a young man lived among them. No wonder
the princess loved him! What a terrible thing for him to be there!
As the young man entered the public arena, he turned to bend to the king. But he didnot at all think of the great ruler. The young man's eyes instead were fixed on theprincess, who sat to the right of her father.
From the day it was decided that the sentence of her lover should be decided in thearena, she had thought of nothing but this event.
The princess had more power, influence and force of character than anyone who hadever before been interested in such a case. She had done what no other person haddone. She had possessed herself of the secret of the doors. She knew behind whichdoor stood the tiger, and behind which waited the lady. Gold, and the power of awoman's will, had brought the secret to the princess.
She also knew who the lady was. The lady was one of the loveliest in the kingdom.Now and then the princess had seen her looking at and talking to the young man.
The princess hated the woman behind that silent door. She hated her with all theintensity of the blood passed to her through long lines of cruel ancestors.
21
Her lover turned to look at the princess. His eye met hers as she sat there, paler andwhiter than anyone in the large ocean of tense faces around her. He saw that she knewbehind which door waited the tiger, and behind which stood the lady. He had expectedher to know it.The only hope for the young man was based on the success of the princess indiscovering this mystery. When he looked at her, he saw that she had been successful,as he knew she would succeed.
Then his quick and tense look asked the question: "Which?" It was as clear to her asif he shouted it from where he stood. There was not time to be lost.The princess raised her hand, and made a short, quick movement toward the right. Noone but her lover saw it. Every eye but his was fixed on the man in the arena.He turned, and with a firm and quick step he walked across the empty space. Everyheart stopped beating. Every breath was held. Every eye was fixed upon that man. Hewent to the door on the right and opened it.
Now, the point of the story is this: Did the tiger come out of that door, or did the lady?The more we think about this question, the harder it is to answer. It involves a study ofthe human heart. Think of it not as if the decision of the question depended uponyourself. But as if it depended upon that hot-blooded princess, her soul at a white heatunder the fires of sadness and jealousy. She had lost him, but who should have him?
How often, in her waking hours and in her dreams, had she started in wild terror, andcovered her face with her hands? She thought of her lover opening the door on theother side of which waited the sharp teeth of the tiger!
But how much oftener had she seen him open the other door? How had she groundher teeth, and torn her hair, when she had seen his happy face as he opened the doorof the lady! How her soul had burned in pain when she had seen him run to meet thatwoman, with her look of victory. When she had seen the two of them get married. Andwhen she had seen them walk away together upon their path of flowers, followed by thehappy shouts of the crowd, in which her one sad cry was lost!
Would it not be better for him to die quickly, and go to wait for her in that blessedplace of the future? And yet, that tiger, those cries, that blood!
Her decision had been shown quickly. But it had been made after days and nights ofthought. She had known she would be asked. And she had decided what she wouldanswer. And she had moved her hand to the right.
The question of her decision is one not to be lightly considered. And it is not for meto set myself up as the one person able to answer it. And so I leave it with all of you:Which came out of the open door – the lady, or the tiger?
22
“The Lady, or the Tiger?” Excerpt – Holt Literature and Language Arts, 9th Grade Appendix 1C
Name ____________________________
Date ______________ Period ________
“The Lady, or the Tiger?” Text Dependent Questions
1. What conflict does the princess face? Is it external or internal?
Frame: The conflict the princess faces is____________. It is a __________ conflict because____________. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
2. What decision will the princess make? Support your answer with evidence from the text.
Frame: The princess will choose ___ because____________.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
3. What evidence do you have to show that she will choose one door over the other? Frame: It isclear that the princess will choose ______.The evidence the author provides for this decision is_____. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
4. What complications will the princess face with each of the choices before her? Frame: Complications the princess may face with the” Tiger” door are ____________. Whereas, complications the princess may face with the “Lady” door are ____________.
___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________
23
Appendix D
CONFLICT-
The problem in the story.
There are 5 types of conflict found in movies and literature. A movie or story may have more than one.
The five types of conflict are:
1. Person vs. Person
2. Person vs. Self
3. Person vs. Society
4. Person vs. Nature
5. Person vs. God/Fate
24
Appendix 1E
Claim – n.
An opinion that has to be proven.
If everyone stops driving the cars, there won’t be so much smog!
25
Appendix 1E
Evidence – n. something that proves a claim or statement.
26
Appendix 1E
Explanation – n. The reasons you give for why something happened or why you did something: I think you owe me an explanation (=you should explain to me). explanation of/for There is no convincing explanation of the overall structure of the universe. There was no apparent explanation for the attack.
27
Appendix F
*Use this rubric with the Quickwrite and the Digital Presentation
Appearance and Content Rubric for: Argumentative Digital Presentation
Teacher Name:
Student Name: ________________________________________
CATEGORY 4 3 2 1 Claim & Counterclaim Thoroughly addresses all
parts of the prompt. Includes at least 3 clear and specific claims based on textual evidence. Counterclaim is presented and clearly refuted.
Adequately addresses all parts of the prompt. Includes less than 3 specific claims based on textual evidence. Counterclaim is presented and somewhat refuted.
Does not address all parts of the prompt. Claims may be lacking, may not be strong, or are not based on evidence. Counterclaim may be weak or missing.
Does not address all parts of the prompt. Does not include any claims. No counterclaim is given.
Evidence & Citations Evidence is thoroughly and clearly explained. Proper citation is given for each piece of evidence.
Evidence is clearly explained. Proper citation is given for most pieces of evidence.
Evidence is not clearly explained. Citations are lacking for most pieces of evidence.
Explanation of evidence is short, missing, or may be awkward. No citations are given.
Style & Conventions Presentation has no misspellings or grammatical errors. Sentences are clear, concise, and varied.
Presentation has 1‐2 misspellings, but no grammatical errors. Most sentences are clear and show variety.
Presentation has 1‐2 grammatical errors and few misspellings. Sentences may be awkward or unclear.
Presentation has more than 2 grammatical and/or spelling errors. Sentences are very awkward.
Presentation & Organization All graphics are attractive (size and colors) and support the theme/content of the presentation. Must include 5‐10 slides.
A few graphics are not attractive but all support the theme/content of the presentation. Still includes 5‐10 slides.
All graphics are attractive but a few do not seem to support the theme/content of the presentation. May be under 5 slides.
Several graphics are unattractive AND detract from the content of the presentation. Does not meet minimum requirement of slides.
Multimedia Usage Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use enhances presentation.
Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use follows the flow of presentation.
Media use may distract from presentation.
Media may be lacking.
28
Because Conflict is inevitable, ,should it be embraced or avoided?
Appendix G29
Claim: Conflict is the key toClaim: Conflict is the key to building one’s strength and thus should be embraced.
30
SAUSD Common Core Lesson
SAUSD Common Core Lesson Planner Teacher:
Unit: Lesson #:2
Grade Level/Course: 9/10 ELA
Duration: 2 periods Date:
Common Core and Content
Standards
Content Standards: RI.9.2-. Determine a central idea of a text and analyze its development over the courseof the text, including how it emerges and is shaped and refined by specificdetails; provide an objective summary of the text. RI.9.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9.6- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.9.9- Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
WS.9.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Materials/ Resources/
Lesson Preparation
Day 1: • Circle Maps (Appendix 2G) • “Hope Despair and Memory” by Elie Wiesel (Appendix 2A) • Set of 1 photographs: Jewish slave laborers in the Buchenwald concentration camp near Jena,
Germany (Appendix 2B) • Student Response Handout for Day 1 (Appendix 2C)
Day 2 • Elie Wiesel, 4 photos of Silence (Appendix 2D) • Double Bubble(Appendix 2E) (Teacher Resource) • Tree Map (Appendix 2F) • Picture Links (Appendix 2H)
Objectives
Content: Content: Students will learn that refusing to engage in conflict can result in the suffering of self or others.
Language: Students will read, discuss, and defend their ideas based on the text presented.
Depth of Knowledge
Level
Level 1: Recall Level 2: Skill/Concept
Level 3: Strategic Thinking Level 4: Extended Thinking
College and Career Ready
Skills
Demonstrating independence Building strong content knowledge
Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Core Instructional
Shifts
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
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34
“Hope, Despair, and Memory” Elie Wiesel is a Romanian-‐born Jewish-‐American writer, professor, political activist (def: person who speaks out in favor of a cause), and Holocaust survivor. He is the author of 57 books, including Night, a work based on his experiences as a prisoner in the Auschwitz, Buna, and Buchenwald concentration camps. He won the Nobel Peace Prize in 1986 for speaking out against violence, repression, and racism. The committee called him a “messenger to mankind” and stated that through his struggle to come to terms with “his own personal experience of total humiliation and of the utter contempt (def: considering something worthless) for humanity shown in Hitler’s death camps” as well as his “practical work in the cause of peace,” Wiesel had delivered a powerful message “of peace, atonement (def: making up for sins), and human dignity (def: respect)” to humanity. The following passage is an excerpt of his acceptance speech for the Nobel Peace Prize, delivered in Oslo, Norway on December 10, 1986.
It is with a profound (def: great) sense of humility (def: having a modest opinion of one’s own value) that I accept the honor you have chosen to bestow (def: give) upon me. I know: your choice transcends (def: goes beyond) me. This both frightens and pleases me.
It frightens me because I wonder: do I have the right to represent the multitudes (def: great numbers) who have perished? Do I have the right to accept this great honor on their behalf? . . . I do not. That would be presumptuous (def: assuming something without a good reason). No one may speak for the dead; no one may interpret their mutilated dreams and visions.
It pleases me because I may say that this honor belongs to all the survivors and their children, and through us, to the Jewish people with whose destiny I have always identified.
I remember: it happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. [Note: This is the phrase Wiesel used in Night to describe his experience in the Holocaust.] I remember his bewilderment (def: confusion); I remember his anguish (def: great distress, suffering, or pain). It all happened so fast. The ghetto (def: section of a city inhabited primarily by members of an ethnic or other minority group, often experiencing hardship). The deportation (def: forcibly sending Jews to concentration camps). The sealed cattle car (def: large train car used to ship Jews to concentration camps). The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed.
I remember: he asked his father: "Can this be true?" This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent?
And now the boy is turning to me: "Tell me," he asks. "What have you done with my future? What have you done with your life?"
And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices (def: person who helps commit a crime).
And then I explained to him how naive (def: showing lack of experience, judgment, or information) we were, that the world did know and remained silent. And that is why I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality (def: not taking a side) helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy (def: danger), national borders and sensitivities (def: concerns) become irrelevant. Wherever men or women are persecuted (def: harassed or oppressed) because of their race, religion, or political views, that place must – at that moment – become the center of the universe.
35
Reader #1
It is with a profound sense of humility that I accept the honor you have chosen to bestow upon me. I know: your choice transcends me. This both frightens and pleases me.
It frightens me because I wonder: do I have the right to represent the multitudes who have perished? Do I have the right to accept this great honor on their behalf? . . . I do not. That would be presumptuous. No one may speak for the dead; no one may interpret their mutilated dreams and visions.
It pleases me because I may say that this honor belongs to all the survivors and their children, and through us, to the Jewish people with whose destiny I have always identified.
Reader #2
I remember: it happened yesterday or eternities ago. A young Jewish boy discovered the kingdom of night. I remember his bewilderment; I remember his anguish. It all happened so fast. The ghetto. The deportation. The sealed cattle car. The fiery altar upon which the history of our people and the future of mankind were meant to be sacrificed.
I remember: he asked his father: "Can this be true?" This is the twentieth century, not the Middle Ages. Who would allow such crimes to be committed? How could the world remain silent?
Reader #3
And now the boy is turning to me: "Tell me," he asks. "What have you done with my future? What have you done with your life?"
And I tell him that I have tried. That I have tried to keep memory alive, that I have tried to fight those who would forget. Because if we forget, we are guilty, we are accomplices.
And then I explained to him how naive we were, that the world did know and remained silent. And that is why I swore never to be silent whenever and wherever human beings endure suffering and humiliation. We must always take sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented. Sometimes we must interfere.
Reader #4
When human lives are endangered, when human dignity is in jeopardy, national borders and sensitivities become irrelevant. Wherever men or women are persecuted because of their race, religion, or political views, that place must – at that moment – become the center of the universe.
36
Appendix 2B
37
Conflict is Inevitable: “Hope, Despair, and Memory” Each group will receive a quotation from a speech given by Elie Wiesel. Read your quotation and, considering the picture displayed on the overhead, decide what the quotation might mean or how it might be related to the picture.
My Group’s Quotation:
Just from looking at the quotation and the picture, we think this means . . .
After reading the speech, we think this means . . .
After reading the speech aloud in your group of four, work together to create a double-‐bubble map in the space below. You need to compare and contrast the section marked for Reader #2 with the section marked for Reader #3.
Now, write two complete sentences summarizing the similarities and differences between the sections for Reader #2 and Reader #3.
38
After reading the last paragraph (see the section marked for Reader #4) and viewing the four pictures representing silence, answer the two questions below in complete sentences.
How does Wiesel believe silence impacts conflict? How do you know?
Which of the four pictures best portrays the type of silence Wiesel was trying to overcome? Why?
Scoring Rubric Claim Reasons Evidence Counterclaim Grammar
_____ Strong (5) _____ Convincing (5) _____ Convincing (5) _____ Disproved (5) ___ No/Few Errors (5)
_____ Fair (3) _____ Included (3) _____ Included (3) _____ Included (3) ___ Some Errors (3)
_____ Missing (0) _____ Missing (0) _____ Missing (0) _____ Missing (0) ___ Many Errors (1)
Total _____ / 25
Exit Ticket Wiesel believes an individual has an obligation to speak when he or she encounters conflict. Under what circumstances do you believe a person has an obligation to speak up? Explain your answer with reasons and evidence/examples.
39
http://www.examiner.com/article/silence‐speaks‐louder‐than‐words
40
41
42
43
44
45
Victims of the Holocaust (The Past)
Survivor of the
Holocaust (The Past,
Present, and Future)
“It happened yesterday, or
eternities ago”
“The sealed cattle car”
“Our Peo-ple… sacri-
ficed”
“Who would allow such
crimes to be committed?”
Both were victims of the
Holocaust
Jewish
Both speak up for what they believe
in
“What have you done?”
W/my future? w/my life?
w
“I have tried … to keep memory alive… to fight
those who would forget.”
“The world did know and re-
mained silent”
“Never be si-lent… {to} suf-fering and hu-
miliation”
“Must take sides”
“Must interfere”
Compare and contrast the blue section of the Speech (Victims of the Holocaust; past) to the Red section of the speech (Survivors; Past, present, and future) Frame of reference: A. What is the significance of the verbs that are used in each section? Why do you think the author uses the past, present, and future tense in the red section? (responsibility) B. What does this textual evidence tell us about conflict and silence?
Finally, write a bumper sticker on your exit slip that explains how Wiesel believes we should deal with conflict.
Appendix E
46
How does silence impact conflict?
silence lips
silence-by slytherin_
prince
silent statue
Acceptance Speech
Silence hurts the weak and those who are underrepresented
“The world did know and remained silent”
“Neutrality helps the oppressor, never
the victim”
“Silence encourages the tormentor, never the
tormented”
“Because if we forget, we are the guilty, we are
accomplices.”
Another hand over mouth
Silence is not always voluntary
The woman is forcefully forbidding her husband to speak.
47
Conflict
Prior Knowledge
Student Responses
Lesson 1/Day 2
Student Responses
from Lady & the Tiger It should be embraced
48
Conflict
Prior Knowledge
Student Responses
Student Responses
from Lady & the Tiger It should be embraced
Does “silence” impact conflict? 49
Conflict
Prior Knowledge
Student Responses
Student Responses
from Lady & the Tiger It should be embraced
“silence” impacts conflict
50
Appendix H
*If pictures cannot be displayed together, allow 1-2 minutes for studentsto view.
• http://www.examiner.com/article/silence-speaks-louder-than-words • http://commons.wikimedia.org/wiki/File:Le_Silence_by_Auguste_Preault.jpg • http://politichicks.tv/column/silence-the-death-knoll-of-liberty/silence/ • https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1525&bih=663
&q=family+violence+info+line%2C+Alberta&oq=family+violence+info+line%2C+Alberta&gs_l=img.3...30481.40559.0.41534.34.16.0.18.18.0.187.1468.13j3.16.0...0.0...1ac.1.5.img.LV1-bynz6hc#imgrc=-mFoAEIwElPDAM%3A%3BfHcEmATVF9lq4M%3Bhttp%253A%252F%252Fwww.child.alberta.ca%252Fhome%252Fimages%252Ffamilyviolence%252Fimg_opfvb_hand_older_male.jpg%3Bhttp%253A%252F%252Fwww.vancouvermra.com%252Fp%252Fpdf-docs.html%3B1700%3B2200
• http://commons.wikimedia.org/wiki/File:Elie_Wiesel_2012_Shankbone.JPG
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SAUSD Common Core Lesson 3
SAUSD Common Core Lesson Planner Teacher:
Unit: Lesson 3
Grade Level/Course: English 10
Duration: 3 periods Date:
Common Core and Content
Standards
Content Standards: 10.RIT.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 10.RIT.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. 10.RIT.9 – Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. 10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 10.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 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. 10.L.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Materials/ Resources/
Lesson Preparation
Day 1 • Photographs of Martin Luther King, Jr. giving his speech(Appendix 3A)
• Excerptversion of Martin Luther King, Jr.’s “I Have a Dream” speech, paragraphs 2-5 and 8-11 with text dependent questions (Appendix 3B)
• Viewing Guide Handout(Appendix 3C) Day 2
• Gallery Walk Pictures: Norman Rockwell paintings– Southern Justice, , and Photographs of Elizabeth Eckford, Woolworth’s Sit in and peaceful protest in front of Woolworth’s Appendix 3D
• Gallery Walk Handout with Wheel of Emotion (Appendix 3E) • Figurative Language Table (Appendix 3F) • Figurative Language Tree Map with Pre-Selected Quotations Teacher Resource (Appendix 3G)
Day 3 • Clean copy of MLK speech (Appendix 3H) • Rubric for Summative Assessment (Appendix 3I) • Circle Map (Appendix J)
Objectives
Content: Students will be able to analyze Martin Luther King Jr.’s “I Have a Dream speech” in order to understand the difference between individual and collective responsibility and make a claim about how conflict can bring people together.
Language: Students will analyze figurative language and pronouns while reading the speech. Students will write an argument about the ways conflict can bring people together using textual evidence from King’s speech.
Depth of Knowledge
Level
Level 1: Recall Level 2: Skill/Concept
Level 3: Strategic Thinking Level 4: Extended Thinking
College and Career Ready
Skills
Demonstrating independence Building strong content knowledge
Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Core Instructional
Shifts
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
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promissory note, simile, metaphor, imagery, figurative language, conflict, claim, evidence
beacon, languishing, inextricably
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56
Attachment 3A
�http://life.time.com/civil-rights-movement/mlk-the-freedom-rides-photos/attachment/51262_c8_21a/
57
Attachment 3A
http://www.workingoutthedetails.com/inspiration-to-face-the-difficulties-of-today-and-tomorrow/
58
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59
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60
61
Appendix 3D
Gallery Walk Photos
Picture 1--Woolworth Sit In
photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/5.html Picture 1 Continued (Woolworth’s)
62
Appendix 3D
The Woolworth Sit-In, Jackson Mississippi, 5/28/63 was the most violently attacked sit-in of the '60s and the most publicized. Involving a White mob of several hundred, it went on for several hours while hostile police from Jackson's huge all-White police department stood by approvingly outside and while hostile FBI agents inside (in sun-glasses) "observed." Seated, left to right are Hunter Gray (John R. Salter, Jr.) -- Native American; Joan Trumpauer (now Mulholland), a White Southern student at a private Black college, Tougaloo College [one of two White students at Tougaloo]; Anne Moody, Black, from Wilkinson County, Mississippi. Gray [Salter] was a very young Tougaloo professor; and Joan and Anne were my students. All of us are covered with sugar, salt, mustard, and other slop. I was beaten many times -- fists, brass knuckles, and a broken glass sugar container -- and am covered with blood. http://www.google.com/imgres?imgurl=http://hunterbear.org/sitin.jpg&imgrefurl=http://hunterbear.org/Woolworth%2520Sitin%2520Jackson.htm&h=668&w=875&sz=653&tbnid=2dFnHby5-_P4hM:&tbnh=90&tbnw=118&zoom=1&usg=__azlz2p8gFhVa3eAVLbJiUsJ96dg=&docid=r34nCn7kMyvEuM&hl=en&sa=X&ei=cPNmUYeqK6atiQLdtICoBw&sqi=2&ved=0CDUQ9QEwAQ&dur=374
63
Appendix 3D
Picture 2- Elizabeth Eckford
Elizabeth Ann Eckford made history as a member of the Little Rock Nine, the nine African-American students who desegregated Little Rock Central High School in 1957. The image of fifteen-year-old Eckford, walking alone through a screaming mob in front of Central High School, propelled the crisis into the nation’s living rooms and brought international attention to Little Rock (Pulaski County).
photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/4.html
64
Appendix 3D
http://0.tqn.com/d/detroit/1/0/T/8/-/-/The-Problem-We-All-Live-With-8x5.jpg
In spring of 1960, Ruby Bridges was one of 6 black children in New Orleans to pass the test that determined whether or not the black children would go to the all white school. She went to a school by herself while the other 5 children went somewhere else. Six students were chosen; however, two students decided to stay at their old school, and three were transferred to Mcdonough. Ruby was the only one assigned to William Frantz. Her father was initially reluctant, but her mother felt strongly that the move was needed not only to give her own daughter a better education, but to "take this step forward ... for all African-American children." Her mother finally convinced her father to let her go to the school. The court-ordered first day of integrated schools in New Orleans, November 14, 1960, was commemorated by Norman Rockwell in the painting The Problem We All Live With. As Bridges describes it, "Driving up I could see the crowd, but living in New Orleans, I actually thought it was Mardi Gras. There was a large crowd of people outside of the school. They were throwing things and shouting, and that sort of goes on in New Orleans at Mardi Gras." Former United States Deputy Marshal Charles Burks later recalled, "She showed a lot of courage. She never cried. She didn't whimper. She just marched along like a little soldier, and we're all very very proud of her."
65
Appendix E
Emotion I feel when I look at the picture Use the Wheel of Emotions on the back of the page for help.
How would you describe the emotional atmosphere (mood) in the picture? How do the people in the picture appear to feel? Identify one detail from the picture that supports your answer (e.g., a gigan-tic grin is evidence of happiness).
Look at the faces/body language of those in the picture. What conflicts are they experiencing? Identify at least two different conflicts. Each person in the picture might be facing a different conflict
Picture 1- Protest in front of Woolworth's
Picture 2- Elizabeth Eckford
Picture 3 Norman Rockwell Painting, The Problem We All Live With (of the little girl being escorted by US Marshals)
66
Appendix 3 E
67
Martin Luther King’s “I Have a Dream Speech”
Analyzing the Figurative Language
Figurative Language
Example
Type of Figurative
Language
Translation into literal lan-
guage
Emotions I feel based on
the phrase
Sketch picture (image) of
phrase
68
Martin Luther King’s “I Have a Dream Speech”
Analyzing the Figurative Language
Figurative Language
Example Type of Figurative
Language
Translation into literal lan-
guage
Emotions I feel based on
the phrase
Sketch picture (image) of
phrase
Great beacon light of
hope
Manacles of
segregation and the
chains of discrimination
lonely island of poverty
America has given the
Negro people a bad
check
Until justice rolls down
like waters ...
Our bodies, heavy with
the fatigue of travel,
cannot gain lodging
Battered by the storms
of persecution and
staggered by the winds
of police brutality
69
Appendix 3H
Looking For Pronouns: “I Have a Dream” – Martin Luther King, Jr.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions
of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak
to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is
still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years
later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.
One hundred years later, the Negro is still languishing in the corners of American society and finds
himself an exile in his own land. So we have come here today to dramatize a shameful condition.
In a sense we have come to our nation's capital to cash a check. When the architects of our republic
wrote the magnificent words of the Constitution and the Declaration of Independence, they were
signing a promissory note to which every American was to fall heir. This note was a promise that all
men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty,
and the pursuit of happiness.
It is obvious today that America has defaulted on this promissory note insofar as her citizens of color
are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad
check, a check which has come back marked "insufficient funds." But we refuse to believe that the
bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of
opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand
the riches of freedom and the security of justice. . . .
We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow
our creative protest to degenerate into physical violence. Again and again we must rise to the majestic
heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the
Negro community must not lead us to a distrust of all white people, for many of our white brothers, as
evidenced by their presence here today, have come to realize that their destiny is tied up with our
destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot
walk alone.
As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There
are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be
satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never
be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of
the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is
from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of
their selfhood and robbed of their dignity by signs stating "For Whites Only". We cannot be satisfied as
long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which
to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and
righteousness like a mighty stream.
I am not unmindful that some of you have come here out of great trials and tribulations. Some of you
have come fresh from narrow jail cells. Some of you have come from areas where your quest for
freedom left you battered by the storms of persecution and staggered by the winds of police brutality.
You have been the veterans of creative suffering. Continue to work with the faith that unearned
suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to
Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation
can and will be changed. Let us not wallow in the valley of despair.
70
Appendix 3H
Compare and Contrast Directions: Create a T-chart of King’s statements identifying the different conflicts that the Negro
faces (“the Negro”, "or “you”) and the responsibilities we as Americans (white people, African-
Americans, “we,” “our,” “America,” “the Negro people”) must collectively address
The Negro (individual) The American Collectively
Responding to the T-Chart
1. How does Martin Luther King describe individuals and their situation in society (individual action)?
__________________________________________________________________________________________
__________________________________________________________________________________________
2. How does Martin Luther King describe larger groups of people and their situation in society
(collective action)?
__________________________________________________________________________________________
__________________________________________________________________________________________
3. What conclusions can you make about facing conflicts as an individual or as a collective group?
How does this relate to conflicts our world is facing today or in your own life?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
71
Appendix 3I
*Use this rubric with the Quickwrite and the Digital Presentation
Appearance and Content Rubric for: Argumentative Digital Presentation
Teacher Name:
Student Name: ________________________________________
CATEGORY 4 3 2 1 Claim & Counterclaim Thoroughly addresses all
parts of the prompt. Includes at least 3 clear and specific claims based on textual evidence. Counterclaim is presented and clearly refuted.
Adequately addresses all parts of the prompt. Includes less than 3 specific claims based on textual evidence. Counterclaim is presented and somewhat refuted.
Does not address all parts of the prompt. Claims may be lacking, may not be strong, or are not based on evidence. Counterclaim may be weak or missing.
Does not address all parts of the prompt. Does not include any claims. No counterclaim is given.
Evidence & Citations Evidence is thoroughly and clearly explained. Proper citation is given for each piece of evidence.
Evidence is clearly explained. Proper citation is given for most pieces of evidence.
Evidence is not clearly explained. Citations are lacking for most pieces of evidence.
Explanation of evidence is short, missing, or may be awkward. No citations are given.
Style & Conventions Presentation has no misspellings or grammatical errors. Sentences are clear, concise, and varied.
Presentation has 1‐2 misspellings, but no grammatical errors. Most sentences are clear and show variety.
Presentation has 1‐2 grammatical errors and few misspellings. Sentences may be awkward or unclear.
Presentation has more than 2 grammatical and/or spelling errors. Sentences are very awkward.
Presentation & Organization All graphics are attractive (size and colors) and support the theme/content of the presentation. Must include 5‐10 slides.
A few graphics are not attractive but all support the theme/content of the presentation. Still includes 5‐10 slides.
All graphics are attractive but a few do not seem to support the theme/content of the presentation. May be under 5 slides.
Several graphics are unattractive AND detract from the content of the presentation. Does not meet minimum requirement of slides.
Multimedia Usage Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use enhances presentation.
Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use follows the flow of presentation.
Media use may distract from presentation.
Media may be lacking.
72
Conflict
Prior Knowledge
Student Responses
Student Responses
from Lady & the Tiger It should be embraced
“silence” impacts conflict
73
SAUSD Common Core Lesson
SAUSD Common Core Lesson Planner Teacher:
Unit: Lesson #:4
Grade Level/Course: English 9/10
Duration: 3-4 days Date:
Common Core and Content
Standards
Content Standards: ELA 9-10 RL2: Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. ELA 9-10.RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELA 9-10.RL 10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. ELA 9-10.W.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence.
a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
b) Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.
c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d) Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e) Provide a concluding statement or section that follows from and supports the argument presented.
ELA. 9-10.SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
a) Come to discussions prepared; having read and researched the material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
ELA.9-10.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
Materials/ Resources/
Lesson Preparation
• Pleasantville video clip https://docs.google.com/file/d/0B5oI_jHrW1i9Y29uQklFRExTTzA/edit?usp=sharing
• copies of the Preparing the Learner-Pleasantville (Appendix Lesson 4A) • copies of the poem “The Unknown Citizen” (Appendix Lesson 4B) • Final Conflict Circle Map (Appendix 4C) • Alternative activities for Students (Appendix 4D)
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SAUSD Common Core Lesson
• access to http://www.shmoop.com/unknown-citizen/ website
Objectives
Content: Students will determine the author’s main idea as it relates to conflict and cite textual evidence to support their analysis of the poem.
Language: Students will use a variety of sentence types to express their interpretation of the poem.
Depth of Knowledge
Level
Level 1: Recall Level 2: Skill/Concept
Level 3: Strategic Thinking Level 4: Extended Thinking
College and Career Ready
Skills
Demonstrating independence Building strong content knowledge
Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Core Instructional
Shifts
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
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KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING
saint, absurd Social Psychology, content, installment, scab, dues, mates, sensible, union, phonograph, eugenist
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proper, certainly served, satisfied, against, declare, interfered
Pre-teaching Considerations
Have video set up prior to the lesson. Preselect groups for 2nd reading activity. Identify students, ahead of time, who will need additional support and scaffolding with the vocabulary. Teacher can familiarize himself/herself with the author and history of the poem by going to: http://www.shmoop.com/unknown-citizen/ *Project the film cover in color for students to note the differences in color. * Make sure you are able to open and view the video clip before presenting to the class.
Lesson Delivery Comprehension
Instructional Methods
Check method(s) used in the lesson:
Modeling Guided Practice Collaboration Independent Practice
Guided Inquiry Reflection
Overview of Day 1
Lesson 4
1. Conflict and Pleasantville Clip
2. First read of “Unknown Citizen”
3. Think/ Pair/ Share
4. Text’s Message
Prior Knowledge, Context, and Motivation: Day 1
1) Students will analyze the film cover and do a quick write on the following question: How does the statement “Nothing is as simple as black and white” relate to our big idea of “Conflict is inevitable”? Students will then share out their ideas with the class. Sentence Frames: 75
SSAUSD Comm
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Name : ______________________________________ Date: _________ Period: ______
Attachment A
Big Idea: Conflict is inevitable. W.H. Auden- “The Unknown Citizen” Warm-up Directions: The picture displayed from this link http://www.dvdsreleasedates.com/covers/pleasantville-blu-ray-cover-14.jpg is the film cover for the movie Pleasantville. The setting takes place in a small town in the 1950s. After taking note of the major elements in the picture, answer the question below on the space provided. How does the statement “Nothing is as simple as black and white” relate to our big idea of “Conflict is inevitable”?
http://www.dvdsreleasedates.com/covers/pleasantville-blu-ray-cover-14.jpg
78
Name : ______________________________________ Date: _________ Period: ______
Attachment A
Video Clip Analysis Directions: In groups of four, you will each respond to the questions below AFTER viewing the Pleasantville video clip. Write your answers on the lines below. Be sure to share with your group and write down new ideas on your own paper. Questions: 1. Take note of how color is used to create tension between characters in the movie.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
2. How do the color choices symbolize the characters’ decision to avoid conflict?
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
3. Do any characters create conflict by challenging social norms? Give one example.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
4. Are the changes you see in the characters positive or negative? Be specific in your
response.
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
79
Teachers: The poem below is an example of how you may choose to chunk the text for the group reading.
The Unknown Citizen by W. H. Auden He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.
80
The Unknown Citizen (To JS/07 M 378 This Marble Monument Is Erected by the State) He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-‐fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab1 or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-‐card shows he was once in hospital but left it cured. Both Producers Research and High-‐Grade Living declare He was fully sensible to the advantages of the Installment Plan2 And had everything necessary to the Modern Man, A phonograph3, a radio, a car and a frigidaire4. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist5 says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.
1 scab: (1) a worker who refuses to join a labor union;(2) a union member who refuses to strike or returns to work before a strike has ended;(3) a worker who accepts employment or replaces a union worker during a strike;(4) one who works for less than union wages or on nonunion terms 2 Installment Plan: buying something on credit and paying it off in installments instead of all at once 3 phonograph: record player 4 frigidaire: refrigerator 5 Eugenist: a person who specializes in the study of the possibility of improving the qualities of the human species or a human population, especially by such means as discouraging reproduction by persons having genetic defects or presumed to have inheritable undesirable traits (negative eugenics), or encouraging reproduction by persons presumed to have inheritable desirable traits (positive eugenics) 81
Conflict
#1 Prior Knowledge
Student Responses
#2 Student Responses
from Lady & the Tiger #4 It should be
embraced
#3 “silence” impacts conflict
#5 Conflict can bring people together
Conflict is Inevitable
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Conflict is Inevitable: “The Unknown Citizen” What might have happened if . . .
. . . people like Wiesel didn’t speak up about the Holocaust?
. . . African-‐Americans simply accepted segregation?
Paraphrasing (def: restate in your own words)
My Group’s Line:
Our Paraphrase:
Who Was the Unknown Citizen?
Using the poem to help you, list as many characteristics of the Unknown Citizen as you can:
Complete the following chart to show each of the ways the Unknown Citizen avoided conflict and the consequence of each action.
Conflict Unknown Citizen Faced Actions Unknown Citizen Took to Avoid Conflict
Consequence (Good or Bad) of Action
83
Consider the final two lines of Auden’s poem and the characteristics/actions you listed above. Was the Unknown Citizen “free”? Was he “happy”? Why or why not?
Scoring Rubric Claim Reasons Evidence Counterclaim Grammar
_____ Strong (5) _____ Convincing (5) _____ Convincing (5) _____ Disproved (5) ___ No/Few Errors (5)
_____ Fair (3) _____ Included (3) _____ Included (3) _____ Included (3) ___ Some Errors (3)
_____ Missing (0) _____ Missing (0) _____ Missing (0) _____ Missing (0) ___ Many Errors (1)
Total _____ / 25
Exit Ticket Do you think people who avoid conflict live a more happy and free life? Why or why not? Explain your answer with reasons and evidence/examples.
84
SAUSD Common Core Lesson
SAUSD Common Core Lesson Planner Teacher:
Unit: Lesson #:5-Summative Assessment Lesson
Grade Level/Course: English 9/10
Duration: 2 Days Date:
Common Core and Content
Standards
Content Standards: Writing Standards CCWS9.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and 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. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented. College and Career Readiness Anchor Standards for Writing Text Types and Purposes* CCRSW.9.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing CCRSW.9.6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge CCRSW.9.7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCRSW.9.8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRSW.9.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.
Materials/ Resources/
Lesson Preparation
• Argumentative Digital Presentation Assignment Sheet (Appendix A) • Digital Presentation Rubric (Appendix B) • Slide Outline (Appendix C) • Reflection Sheet (Appendix D) • Slides 1 and 2 (Appendix E) • Capzles.com link to Life Science Digital Presentation-
http://www.capzles.com/#/DEFF8E75-DFF2-41A8-AC49-C24A784183D3/?j=38CB6AD0-22C2-4358-B0F5-D80E6F8787FA
• Timer • PowerPoint Tutorials
http://presentationsoft.about.com/od/powerpoint2007/a/07beginguide.htm
85
SAUSD Common Core Lesson
Objectives
Content: Students present an argumentative digital presentation in which they support their claims and analysis of text, using valid reasoning and relevant and sufficient evidence.
Language: Students will use words, phrases, and 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.
Depth of Knowledge
Level
Level 1: Recall Level 2: Skill/Concept
Level 3: Strategic Thinking Level 4: Extended Thinking
College and Career Ready
Skills
Demonstrating independence Building strong content knowledge
Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Common Core Instructional
Shifts
Building knowledge through content-rich nonfiction texts
Reading and writing grounded from text
Regular practice with complex text and its academic vocabulary
Aca
dem
ic V
ocab
ular
y (T
ier
II &
Tie
r II
I)
TE
AC
HE
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PLE
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Inevitable, embraced rubric, consequence, transition, matrix, translucent
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Pre-teaching Considerations
Become familiar with multiple digital presentation programs, so you can provide appropriate support to students as they are completing the assignment. Go to this link for more information: http://presentationsoft.about.com/od/powerpoint2007/a/07beginguide.htm
Lesson Delivery Comprehension
Instructional Methods
Check method(s) used in the lesson:
Modeling Guided Practice Collaboration Independent Practice
Guided Inquiry Reflection
Prior Knowledge, Context, and Motivation: Day 1 Intro
1. Explain to students that today they will complete a plan and most of the writing for an argumentative Digital Presentation.
2. Explain to students that we are using the term “Digital Presentation”. In today’s society there are many ways to digitally inform others in an organized presentation. PowerPoint is a popular way to present. Can you think of other ways to clearly present information? Have students discuss different ways that they have seen or used technology to present information; make a list.
3. Explain to students that you are about to show them a presentation from capzles.com from a 7th grade Life Science class. The Common Core State standards, specifically CCRSW.9.6,
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SSAUSD Comm
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SAUSD Common Core Lesson
Collaboration
6. Place students into groups of 2, 3 or 4, but no more than 4. Students will work together in developing the digital presentation responding to the essential question. Explain to students that they will need to reach a consensus within their groups. They may not agree completely with what the group chooses, but they will need to learn how to provide support for the claim that was chosen by the group).
7. Next, tell students that they will have three minutes per slide to begin planning. Once students are in their groups, set and display a timer on the projector and have students plan slide 1 for three minutes, then have them move to slide 2 and plan for 3 minutes and so on until their presentation plan is completed. Encourage students to write as much as they can during each three minute segment. They can edit and revise tomorrow.(Students who need the support can be given Appendix C to help them in their planning)
Closure
8. Finally, the teacher will divide the class in half; one half as group A and the other as group B. Students within each collaborative group will number off from 1-4, then move, as experts on their group’s work, to Group A1, Group A2, Group A 3, and group A4; B’s will do the same, moving to group B1, B2, B3, and B4. Students will bring with them the plans that they have developed and share what they have planned. If time is limited, students can share their bumper stickers only or if the teacher would like to extend this part of the lesson to another day, students can share the entire plan, get feedback and recommendations from this group and bring back those recommendations to their original groups.
Day 2
1. This is a work day, take kids to the computer lab or allow them to use the computers within your class to begin creating the slides that they planned the day before. Remind students to use the rubric and the assignment sheet as guidelines for what to do and recommend different programs that students can use to create their presentations (PowerPoint, Prezi (http://prezi.com/ ),
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SAUSD Common Core Lesson
Capzles.com (http://www.capzles.com/ ) , wevideo (http://www.wevideo.com/ ) , and voicethread (http://voicethread.com/ ).
2. Circulate around the classroom to provide students with support when needed. This will require that you have visited these resources and made yourself familiar with the way they work before you ask students to do it).
3. Tell students that they should be able to finish this assignment during the class period, but if they want to spend more time on it at home or after school, they are more than encouraged to do so.
4. Give a two day window when students will present to the class.
Finally, have students fill out a rubric for their own assignment as well as project reflection (Appendix D).
Lesson Reflection
Teacher Reflection Evidenced by Student Learning/ Outcomes
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Attachment A
Argumentative Digital Presentation Assignment
Task: Create a digital presentation (eg. PowerPoint, Prezi etc.) in which you answer the following question:
Because conflict is inevitable, should it be embraced or avoided? Be sure to consider relationships, society, and ourselves (internal conflicts).
Content Guidelines
1. Your PowerPoint must include five to ten slides. 2. You must make a claim that responds to the prompt above. 3. Support your claim with at least three reasons using appropriately-
cited evidence. 4. You must address and refute at least one counterclaim. 5. Include at least two pieces of school-appropriate and relevant
multimedia (pictures, video, music, etc.). 6. Your final slide must include a bumper sticker (thematic
statement) that summarizes your strongest belief related to the question posed in the prompt.
Style Guidelines
7. Proofread your presentation for spelling and subject-verb agreement.
8. Consider your audience and use academic language! 9. Each slide should have a clear heading and be clearly formatted.
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Appendix B
Appearance and Content Rubric: Argumentative Digital Presentation
Teacher Name:
Student Name: ________________________________________
CATEGORY 4 3 2 1 Claim & Counterclaim Thoroughly addresses all
parts of the prompt. Includes at least 3 clear and specific claims based on textual evidence. Counterclaim is presented and clearly refuted.
Adequately addresses all parts of the prompt. Includes less than 3 specific claims based on textual evidence. Counterclaim is presented and somewhat refuted.
Does not address all parts of the prompt. Claims may be lacking, may not be strong, or are not based on evidence. Counterclaim may be weak or missing.
Does not address all parts of the prompt. Does not include any claims. No counterclaim is given.
Evidence & Citations Evidence is thoroughly and clearly explained. Proper citation is given for each piece of evidence.
Evidence is clearly explained. Proper citation is given for most pieces of evidence.
Evidence is not clearly explained. Citations are lacking for most pieces of evidence.
Explanation of evidence is short, missing, or may be awkward. No citations are given.
Style & Conventions Presentation has no misspellings or grammatical errors. Sentences are clear, concise, and varied.
Presentation has 1‐2 misspellings, but no grammatical errors. Most sentences are clear and show variety.
Presentation has 1‐2 grammatical errors and few misspellings. Sentences may be awkward or unclear.
Presentation has more than 2 grammatical and/or spelling errors. Sentences are very awkward.
Presentation & Organization All graphics are attractive (size and colors) and support the theme/content of the presentation. Must include 5‐10 slides.
A few graphics are not attractive but all support the theme/content of the presentation. Still includes 5‐10 slides.
All graphics are attractive but a few do not seem to support the theme/content of the presentation. May be under 5 slides.
Several graphics are unattractive AND detract from the content of the presentation. Does not meet minimum requirement of slides.
Multimedia Usage Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use enhances presentation.
Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use follows the flow of presentation.
Media use may distract from presentation.
Media may be lacking.
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Appendix C
Example of how you may develop your presentation slides
Slide #1-Intro Slide (Title and multi-media)
Slide #2- Write a claim statement or thesis responding to the question, “Because conflict is inevitable, should it be embraced or avoided?” Be sure to consider relationships, society, and ourselves (internal conflicts).
Slide #3-Support for you claim, including evidence (use multi-media)
Slide #4-Support for you claim, including evidence (use multi-media)
Slide #5-Support for you claim, including evidence (use multi-media)
Slide# 6-Address and refute a counter-claim with evidence
Slide #7-Address and refute a counter-claim with evidence
Slide #8-Muti-media slide (video, picture that supports your argument.
Slide #9-Be creative and create a good lead-in to your final slide Slide #10- Your final slide must include a bumper sticker (thematic statement) that summarizes your strongest belief related to the question posed in the prompt.
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REFLECTION SHEET Appendix D This page is due with your corrections. Attach it to the back of your paragraph/essay packet.
1. What is the most important skill you learned or improved by doing this assignment?
2. What did you enjoy about this assignment?
3. What did you find most difficult about this assignment?
4. Finish one of the following 3 sentence starters: a. I now know that . . .
b. I never knew that . . .
c. I realize that . . .
(Adapted from Jane Schaffer)
REFLECTION SHEET This page is due with your corrections. Attach it to the back of your paragraph/essay packet.
1. What is the most important skill you learned or improved by doing this assignment?
2. What did you enjoy about this assignment?
3. What did you find most difficult about this assignment?
4. Finish one of the following 3 sentence starters: a. I now know that . . .
b. I never knew that . . .
c. I realize that . . .
(Adapted from Jane Schaffer)
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Because Conflict is inevitable, ,should it be embraced or avoided?
Appendix E
Claim: Conflict is the key toClaim: Conflict is the key to building one’s strength and thus should be embraced.