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K-U-D (Know, Understand, Do) Chart Grade/Course English I

Unit One: What Stories will you Tell Your Children?

Content Standards: CC.9-10R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10R.I.2 & RL.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. CC.9-10R.I.3 Analyze how the author unfolds an analysis or a series of ideas or events, including the order in which the points are made, and the connections that are drawn between them. CC.9-10.R.I.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). CC.9-10.R.I.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CC.9-10R.I.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. CC.9-10R.I.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CC9-10.R.I.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. CC.9-10R.I.10 By the end of grade 9 read and comprehends literary nonfiction in the grades 9 – 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats. (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CC.9-10-.L.1a Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* CC.9-10-.L.4 Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies. CC.9-10-.L.6 Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. CC.9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC.9-10.W.9b Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.9-10.W.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences. CC.9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.

Know Understand Do

(Note: concepts, facts, formulas, key vocabulary) •Textual evidence/text support/Annotation •Content/abstract idea •Author’s decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used) •Critical/analytical judgments •Generalizations •Background knowledge •Explicitly stated information

(Big idea, large concept, declarative statement of an enduring understanding) Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding.

(Skills, competencies) •Make, test and revise predictions as they read •Make inferences about content, concrete ideas and author’s decisions in a text •Identify/cite appropriate text support for inferences about content, concrete ideas and author’s decisions in a text •Use the combination of explicitly stated information, background knowledge, and

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•Theme •Author’s Choices •Patterns of organization (e.g., sequence, chronological order, description, comparison, problem/solution, simple cause/effect, conflict/resolution) •Ordering events (e.g., parallel plots)

connections to the text to answer questions they have as they read •Make critical or analytical judgments •Analyze the relationship between text organization and development of ideas •Analyze the relationship between form/structure and meaning in text •Identify organizational structures (e.g., flashback, foreshadowing, pacing)

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English I, Unit I

Unit Essential Question: How do readers use textual evidence to support their analysis of structure, purpose and viewpoint?

Key Learning: Analyzing texts for structure, purpose and viewpoint allows an effective reader to gain insight and strengthen understanding.

Lesson Essential Question 1 Lesson 1 Vocabulary

How do readers track their thinking to understand informational text?

(I Have a Dream) Tier II: inextricably, militancy, momentous Tier III: annotation, metacognition, summarize

Lesson Essential Question 2 Lesson 2 Vocabulary

How do readers use textual evidence to answer questions, confirm predictions, and support responses?

(Primal Screen and The Pedestrian) Tier II: Inflation, over emphasis, fundamental, vicarious, slack-jawed, wrench Tier III: textual evidence, inference, prediction

Lesson Essential Question 3 Lesson 3 Vocabulary

How does a reader use text features to better understand what an author writes?

(Who Killed the Iceman and Skeletal Sculptures) Tier II: anthropology, artifact, compile, presumed, refute Tier III: subheading, graphic aids, captions, bullets, sidebars

Lesson Essential Question 4 Lesson 4 Vocabulary

How do readers identify and determine text structures used in informational text?

(How Private is Your Private Life?) Tier II: nonpartisan, pervasive, surveillance Tier III: chronological order, compare/contrast, cause/ effect, problem/solution

Major Unit Assignment: See Performance Task Below

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Student Assessments (How students will indicate learning and understanding of the concepts in the unit.

Note: Can have multiple assessments, one on each page.)

Unit Topic: Title

Performance Task

Description Days 1–2 1. Tell students that they are going to read various texts in different forms. After reading those texts closely and jotting notes, they will have to respond to a question where they will take a position. Remind them that when they take a position, it must be clear and they must have evidence from the texts to support their claim. 2. Show students the essential question that the will have to answer on their performance task. Tell them to use this question as their guide as they read the assigned texts. 3. Show students the video clip of “Where is the Love?” by the Black Eyed Peas, along with a copy of the lyrics. Have them jot notes on the lyrics sheet as they watch and listen. They can use these when completing the writing assignment. http://www.azlyrics.com/lyrics/blackeyedpeas/whereisthelove.html 4.Reading: (Approximately 20 minutes) Give students the passage “Hope, Despair and Memory” and read the text out loud. Then instruct students to read the text silently to themselves, underlining/highlighting any statements, words, and/or phrases that they have questions about or that they believe could be relevant to their understanding of the text. 5.Note-taking: (Approximately 15–20 minutes) Hand out the Graphic Organizer, and ask students to read the passage again (third read) and complete the “My Response” and “Evidence From the Text” sections as directed in the graphic organizer. Encourage students to expand their thinking beyond the literal answer to the question. 6. Speaking/Listening Questions: (Approximately 15–20 minutes) In pairs or groups of three, give students time to discuss the following questions and add information to the “My Thoughts Now” section of the graphic organizer. •What is the purpose of Wiesel’s speech? •What is a central idea of Wiesel’s speech? •What are some of the rhetorical strategies Wiesel uses in the speech? 7. Text-Dependent Questions: (Approximately 20–25 minutes) Hand out the Constructed-Response Questions and ask students to individually write their responses to the questions on a separate piece of lined paper. a. Key Details (RI 9-10.1, RI 9-10.4) In paragraph 1, what does Wiesel mean when he says, “I know your choice transcends my person”? b. Key Details (RI 9-10.1, RI 9-10.6) Why does Wiesel refer to himself in both the first and the third person in paragraphs 4 through 6? c. Central Ideas (RI 9-10.1, RI 9-10.2) In paragraph 6, what does Wiesel mean when he says that “if we forget, we are guilty, we are accomplices”? d. Central Ideas (RI 9-10.1, RI 9-10.2, RI 9-10.6) Based on paragraph 7, why does Wiesel

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believe that people “must take sides” during times of crisis? e. Craft and Structure (RI 9-10.5) How does Wiesel’s use of rhetoric contribute to the tone of the speech? Day 3 7. View the War Series Paintings completed by Jacob Lawrence http://whitney.org/Collection/JacobLawrence and take notes on the images of war that he is trying to portray. 8. Read poem Richard Cory by Edwin Arlington Robinson and take notes on the situation described http://www.poemhunter.com/poem/richard-cory/ http://www.enotes.com/topics/richard-cory 9. View the Travis Mills Story and take notes on the outcome of this soldier’s story. http://www.wnem.com/story/18582063/soldier-hit-by-ied-stays-positive-posts-inspirational-video or http://travisthemovie.com/ Performance Task (Writing Prompt) (Approximately 50 minutes) Distribute the writing prompt, and let students know the amount of time they have to respond to the prompt in writing. Encourage students to use their graphic organizer and/or text-dependent questions to inform their writing.

Hope, Despair and Memory Writing Task Directions: Please respond to the prompt below in writing. You may use your graphic organizer and/or constructed-response questions to inform your writing. You may take notes on this paper, but you should write your entire response on the lined paper provided by your teacher.

Writing Prompt

Eli Wiesel claims that “The Talmud tells us that by saving a single human being, man can save the world.” What is your position concerning this claim? Use evidence from the texts to support your position. Choose the organizational structure that works best for your essay (e.g., sequence, chronological order, description, comparison/contrast, problem/solution, simple cause/effect, etc.).

Be Sure To:

Include relevant facts, definitions, concrete details, quotations, or other information

Use appropriate transitions

Use precise language and vocabulary to inform or explain your topic

Establish and maintain a formal style

Provide a concluding section that follows from and supports your explanation. In your conclusion, pose at least three questions this experience raises for you about the importance and the challenges of creating – and reading – accounts that aim to make people have more hope or make the more hopeless.

-In other words, what lessons or implications does this experience hold for me as a reader or viewer or listener?

-What are the lessons for me as a reporter?

-If I returned my micro-report to these people, would they recognize themselves?

-Would they be ashamed?

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Rubric: http://www.doe.k12.de.us/aab/English_Language_Arts/ELA_docs_folder/Rubrics%20Argumentation/Gr9-10_Argument_2-13.pdf

Time (In Days) Three – Four Days

Differentiation Utilize Dragon Naturally Speaking for students with written expression issues, use teacher created outline to support writing, use sentence starters for paragraphs, etc.

Revise/Review The ELA curriculum members will pilot and revise assessment as necessary.

Resources & Materials

http://collaborate.caedpartners.org/display/SAI/CORE+ELA+Performance+Assessment++Modules

DSCYF EDUCATION UNIT Argumentation/Opinion Text-Based Writing Rubric Grades 9–10

Score of 4 Score of 3 Score of 2 Score of 1 R

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The writing – *makes effective use of available resources *skillfully/effectively *supports an opinion with relevant and sufficient facts and details from resources with accuracy *uses credible sources*

The writing – *makes adequate use of available resources *supports an opinion with relevant and sufficient facts and details from resources with accuracy *uses credible sources*

The writing – *makes limited use of available resources *inconsistently supports an opinion with relevant and sufficient facts and details from resources with accuracy * inconsistently uses credible sources*

The writing – *makes inadequate use of available resources *fails to support an opinion with relevant and sufficient facts and details from resources with accuracy * attempts to use credible sources*

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* addresses all aspects of the writing task with a tightly focused response * skillfully develops the claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns

*addresses the writing task with a focused response *develops the claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns

* addresses the writing task with an inconsistent focus *inconsistently develops the claim(s) and counterclaims fairly, supplying sufficient and relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns

* attempts to address the writing task but lacks focus * attempts to establish a claim or proposal * supports claim(s) using evidence that is insufficient and/or irrelevant

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*effectively introduces precise claim(s); distinguishes the claim(s) from alternate or opposing claims *effectively creates an organization that establishes clear relationships among claim(s), counterclaim(s), reasons, and evidence *skillfully uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims *provides an effective concluding statement or section that follows from and skillfully supports the argument presented

*introduces precise claim(s); distinguishes the claim(s) from alternate or opposing claims *creates an organization that establishes clear relationships among claim(s), counterclaim(s), reasons, and evidence *uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims *provides a concluding statement or section that follows from and supports the argument presented

*introduces the claim(s); however, may fail to distinguish the claim(s) from alternate or opposing claim(s) * has a progression of ideas that may lack cohesion (ideas may be rambling and/or repetitive) *inconsistently uses words, phrases, and/or clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims * provides a sense of closure

*identifies the claim(s) *has little or no evidence of purposeful organization

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*demonstrates an exemplary command of standard English conventions *skillfully employs language and tone appropriate to audience and purpose * has sentences that are skillfully constructed with appropriate variety in length and structure *follows standard format for citation with few errors*

*demonstrates a command of standard English conventions; errors do not interfere with understanding *employs language and tone appropriate to audience and purpose *has sentences that are generally complete with sufficient variety in length and structure *follows standard

* demonstrates a limited and/or inconsistent command of standard English conventions; errors may interfere with understanding * inconsistently employs language and tone appropriate to audience and purpose * has some sentence formation errors and/or a lack of sentence variety * follows standard format for citation with several errors*

*demonstrates a weak command of standard English conventions; errors interfere with understanding *employs language and tone that are inappropriate to audience and purpose *has frequent and severe sentence formation errors and/or a lack of sentence variety *follows standard format for citation with significant errors*

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Hope, Despair and Memory Text Passage

It is with a profound sense of humility that I accept the honor—the highest there is—that you have chosen to

bestow upon me. I know your choice transcends my person.

Do I have the right to represent the multitudes who have perished? Do I have the right to accept this great

honor on their behalf? I do not. No one may speak for the dead, no one may interpret their mutilated dreams

and visions. And yet, I sense their presence. I always do—and at this moment more than ever.

The presence of my parents, that of my little sister. The presence of my teachers, my friends, my companions

. . .

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. 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?”

And now the boy is turning to me. “Tell me,” he asks, “what have you done with my future, what have you

done with your life?” And I tell him that I have tried. That I have tried to keep memory alive, that I have tried

to fight those who would forget. Because if we forget, we are guilty, we are accomplices.

And then I explain to him how naïve we were, that the world did know and remained silent. And that is why I

swore never to be silent whenever wherever human beings endure suffering and humiliation. We must take

sides. Neutrality helps the oppressor, never the victim. Silence encourages the tormentor, never the tormented.

Sometimes we must interfere. When human lives are endangered, when human dignity is in jeopardy, national

borders and sensitivities become irrelevant. Wherever men and women are persecuted because of their race,

religion, or political views, that place must—at that moment—become the center of the universe.

Wiesel, Elie. “Hope, Despair and Memory.” In Nobel Lectures in Peace 1981–1990. Singapore: World Scientific, 1997. (1986)

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Text-Dependent Questions Graphic Organizer

Directions: After rereading the text, write answers to each question below in the “My Response” section.

Support each response by recording textual evidence in the “Evidence From the Text” section. After you are

given time to talk to a classmate and share ideas, complete the “My Thoughts Now” section based on your

conversation.

1. What is the purpose of Wiesel’s speech?

My Response Evidence From the Text

My Thoughts Now

2. What is a central idea of Wiesel’s speech?

My Response Evidence From the Text

My Thoughts Now

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3. What are some of the rhetorical strategies Wiesel uses in the speech?

My Response Evidence From the Text

My Thoughts Now

Hope, Despair and Memory Constructed-Response Questions Directions: Answer the questions below on a separate sheet of lined paper. You may use this sheet to make

any notes or draft your response, but only your complete answers on a separate sheet of paper will be scored.

You may refer to the reading passage and your graphic organizer to help you answer the questions.

1. In paragraph 1, what does Wiesel mean when he says, “I know your choice transcends my person”?

2. Why does Wiesel refer to himself in both the first and the third person in paragraphs 4 through 6?

3. In paragraph 6, what does Wiesel mean when he says that “if we forget, we are guilty, we are

accomplices”?

4. Based on paragraph 7, why does Wiesel believe that people “must take sides” during times of crisis?

5. How does Wiesel’s use of rhetoric contribute to the tone of the speech?

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English I, Unit I, Lesson 1

Learning Goals for this Lesson

Standards CC.9-10R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10R.I.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. CC.9-10.R.I.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CC9-10.R.I.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.

Students Will Know -Textual evidence/text support/Annotation -Content/abstract idea -Metacognition -Summarization - Explicitly stated information -Theme

Students Will Be Able To -Make, test and revise predictions as they read -Make inferences about content, concrete ideas and author’s decisions in a text -Identify/cite appropriate text support for inferences about content, concrete ideas and author’s decisions in a text - Analyze in detail how an author’s ideas or claims are developed within a text - Make critical or analytical judgments

Lesson Essential Question: How do readers track their thinking to understand informational text? (Literary Non-fiction)

Activating Strategy: Have student view the video trailer for the text “I Have a Dream” and ask them to think about the following

question as they listen to the trailer: “Can a Dream Change the World?” Then have students complete the following quick write (five minutes) -QUICKWRITE What is your vision for a better world? Does it involve better schools? Safer communities? Cleaner air? Write a paragraph describing your vision of how to change one aspect of the world. Share ideas with a peer. Ask for two or three students to share ideas with class.

Key vocabulary to preview and vocabulary strategy Tier II: inextricably, militancy, momentous Tier III: annotation, metacognition, summarize Use the vocabulary self-awareness organizer to monitor current understanding of vocabulary terms. Then have students work in pairs to provide an example and definition of each word in student’s own terminology.

Lesson Instruction

Learning Activity 1: Explain to students that time and again someone has a dream, or

vision, of how to make the world a better place. That vision finds expression in powerful words—words that stir others to find ways to improve our lives. In the speech you are about to read, Dr. Martin Luther King Jr. eloquently sets forth the vision he had for the future. To assist us in understanding Dr. King’s speech we first must become experts at annotation. Ask for a student volunteer to explain the term annotation in their own words (using vocabulary graphic organizer to support answer). Explain to the students that this process allows us to understand and connect to text at a deeper level. Begin teaching the process: Step 1: Distribute a copy of the text “His Holiness the Dalai Lama's Biography” to each student, and make sure all students have a pencil or a pen and two different-colored highlighters. Brainstorm ideas with students about how they determine the main ideas in a text. Put the ideas on the board. Tell students that there difference between “coloring” the whole page with the markers and actually highlighting the main points. Tell them they will learn a correct way to highlight in this lesson. Read the title of the piece. Step 2: Predict the topic of the piece through this title, and write your prediction to the right of the title in abbreviated form. Model this process using an overhead projector, laptop/projector or Smart Board. Step 3: Read the first paragraph or two together with the students to identify the main ideas related to key questions: Who? What? Where? When? Why? How? (GIST) Use one color of highlighter to mark the information related to the key questions. Have students write Who?

Graphic Organizer

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What? Where? When? Why? or How? in the margin to the right of the highlighted word/phrase to identify the question it answers. Model this process using an overhead projector, laptop/projector or Smart Board. Step 4: Have students highlight confusing words and/or passages with the other color of highlighter, and write a question in the margin that, when answered, clears up the confusion. Model this process using an overhead projector, laptop/projector or Smart Board. Step 5: Have students write any further questions about the text in the margin to the right of each paragraph and a star to the right of the text where an important concept is discussed. Brainstorm with the students to determine the answers to their questions. Model this process using an overhead projector, laptop/projector or Smart Board. Practice: Student pairs will continue to read the rest of the text using the annotation process described. http://www.csub.edu/~bruff/Annotating%20the%20Text.pdf http://www.dalailamafilm.com/Dalai-Lama-Tenzin-Gyatso-Biography.html

Assessment Prompt for Learning Activity 1: 3-2-1 – Have students provide three

symbols they can use while annotating, two important concepts from the text and one

sentence answering the following: Why do we annotate text? Or Reflection: What does this

piece say about the social, political, cultural, or scientific trends, conflicts or ideas that were central to the time the leader lived? How might these have influenced the life and work of the leader? Write a one-paragraph reflection on a separate sheet of paper, and be sure to include specific references from the annotated text. Share reflections with peer. Student volunteers will share reflections with the class.

Learning Activity 2: Now students will use this process as they begin to read “I Have a

Dream” Provide students with annotation symbols you would like them to use as they read. Your challenge is to try and decide what Dr. King’s main goal was in delivering this speech. To begin, read the title and make a prediction about the text. Write this next to the title. Then, read each paragraph silently and use at least three annotations to keep track of your thinking. When you have completed the paragraph, share your annotations with your partner. Assist each other in answering any questions you have about the paragraph. After partners have finished reading page 662, ask for volunteers to share some of their thoughts. Continue with this process until students have completed speech annotations and discussions. Now have partners review annotations and based on their discoveries, have them write their answer to the challenge: What was Dr. King’s main goal was in delivering this speech? At the top of a piece of chart paper. Underneath the answer have them list at least six pieces of evidence from their annotations that supports their claim. Then have each group present claims and support. Once all groups have presented, have class vote for the most convincing argument.

Assessment Prompt for Learning Activity 2: Quick Write - What was Dr. King’s main goal

was in delivering this speech? Cite evidence to back your answer. (Use RACER format or sentence starters for students who might need extra support)

Assignment: Extended Constructed Response: Analysis: How would you account for the extraordinary acclaim King’s speech has received, not only when it was first delivered but many years later? Write a three-to-five-paragraph analysis of the effectiveness of King’s address. Consider both the strength of its logic and its emotional power. Review your analysis. Did you state the qualities that make the speech memorable? Did you provide relevant examples from the speech?

Learning Activity 3: “In an argument, a writer or speaker takes a position on an issue and

provides support for the position by appealing strictly to reason. The position is referred to as the claim, or proposition. The support for the claim may be reasons, evidence, or both— but this support should be credible, relevant to the claim, and of sufficient quality to be persuasive. In “I Have a Dream,” King makes this claim about the status of African Americans: But one hundred years later [after the Emancipation Proclamation], the Negro still is not free. . . .As you and a partner reread the speech, look for this claim and the reasons and evidence King provides to support it.” Students will use graphic organizers to collect their evidence. Student teams will share out findings with the class.

Assessment Prompt for Learning Activity 3: GIST: Students are given a grid of 20 blanks.

They must fill each blank with a word or phrase helps capture the “gist” of the argument presented by Dr. King. Students then use those words to create a paragraph summarizing the argument. Teacher will ask for volunteers to share gist with class.

Learning Activity 4: Explain to students that Metacognition literally means "big thinking."

You are thinking about thinking. During this process you are examining your brain's processing. Readers create a plan before reading for each of the following areas: Planning- What am I supposed to learn? Monitoring - What information is important to remember?

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And Evaluation - What did I learn? What could I have done differently? - See more at: http://www.benchmarkeducation.com/best-practices-library/metacognitive- strategies.html#sthash.DcNjG1pY.dpuf Have students follow along as the teacher reads the brief text surrounding Dr. King and his famous speech. (See Below) Teacher will model the thinking involved during the planning, monitoring, and evaluation phases of the reading process. Practice: Student pairs will read New York Times article about Nelson Mandela’s passing using the say something process and comment on the following questions as the read the article: Planning- What am I supposed to learn? Monitoring - What information is important to remember? And Evaluation - What did I learn? What could I have done differently? Pairs will share out their metacognition process with class.

Assessment Prompt for Learning Activity 4: Metacognition Check – Students will read

short biography - Coretta Scott King - Human Rights Activist and Leader (The Early Years) and answer the following questions as they read : Planning- What am I supposed to learn? Monitoring - What information is important to remember? And Evaluation - What did I learn? What could I have done differently?

Summarizing Strategy: Each student pair begins the answer to a question - What is King’s ultimate, or greatest, vision? What

evidence leads you to believe this? - posed by the teacher. Then after 1 or 2 minutes of writing, they exchange their papers with partner. Then they spend 1-2 minutes responding to the writing/thinking on the paper they receive. Then they pass the paper the paper back and continue the process.

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I HAVE A DREAM TEXT ANALYSIS ARGUMENT An argument takes a position on an issue or problem and provides support for this position that appeals strictly to reason. The writer’s position is referred to as the claim. The support for this position may be reasons, evidence, or both. Directions: In each box, write one example of racial injustice that King uses as sup-port for his claim that African Americans are not free.

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Vocabulary Self Awareness Typing Template

Directions: 1. Write your name 2. List the words and look at them carefully. 3. Place a “+” (plus sign) next to each word you know. 4. Place an “x” next to words you can write either the definition or an example, but not both. 5. Put an “-” (minus sign) for the words that are new to you.

Word + x - Example Definition

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Metacognition Modeling: Crusader for Justice Preaching a philosophy of nonviolence, Dr. Martin Luther King Jr. became a catalyst for social change in the 1950s and 1960s. He galvanized people of all races to participate in boycotts, marches, and demonstrations against racial injustice. His moral leadership stirred the conscience of the nation and helped bring about the passage of the Civil Rights Act of 1964. In that same year he was awarded the Nobel Peace Prize. King continued his work for justice and equality until he was assassinated in 1968. Inspirational Speaker An eloquent Baptist minister from Atlanta, King often used religious references in his speeches. On the night before his death, he told an audience in Memphis, Tennessee: “I’ve seen the Promised Land. I may not get there with you, but I want you to know tonight, that we as a people will get to the Promised Land.” Background to the Speech “I Have a Dream” Ironically, the phrase that has come to define King’s famous speech was not in the prepared version that he intended to deliver to the approximately 200,000 listeners who had gathered in front of the Lincoln Memorial on August 28, 1963 to protest racial injustice. As he stepped toward the podium after a long program of speeches and musical performances, King was informed that time would allow for him to speak extemporaneously if he wished. He delivered his prepared remarks and then, he reported later, a phrase came to him: “I have a dream.” He had used it in speeches in Birmingham and Detroit in April and June of that year. But now, King repeated the phrase over and over, each time using it to introduce a vision of a more just nation, each time stirring the emotional response of his listeners. When he finished to thunderous applause, King had transformed his audience with the inspiration of his words and the power of his dream. Metacognition Questions: Planning- What am I supposed to learn? Monitoring - What information is important to remember? And Evaluation - What did I learn? What could I have done differently? Practice: Metacognition: Nelson Mandela, South Africa’s first black president and an enduring icon of the struggle against racial oppression, died on Thursday, the government announced, leaving the nation without its moral center at a time of growing dissatisfaction with the country’s leaders. “Our nation has lost its greatest son,” President Jacob Zuma said in a televised address late Thursday night, adding that Mr. Mandela had died at 8:50 p.m. local time. “His tireless struggle for freedom earned him the respect of the world. His humility, his compassion and his humanity earned him their love.” Mr. Zuma called Mr. Mandela’s death “the moment of our deepest sorrow,” and said that South Africa’s thoughts were now with the former president’s family. “They have sacrificed much and endured much so that our people could be free,” he said. Mr. Mandela spent 27 years in prison after being convicted of treason by the white minority government, only to forge a peaceful end to white rule by negotiating with his captors after his release in 1990. He led the African National Congress, long a banned liberation movement, to a resounding electoral victory in 1994, the first fully democratic election in the country’s history. Mr. Mandela, who was 95, served just one term as South Africa’s president and had not been seen in public since 2010, when the nation hosted the soccer World Cup. But his decades in prison and his insistence on forgiveness over vengeance made him a potent symbol of the struggle to end this country’s brutally codified system of racial domination, and of the power of peaceful resolution in even the most intractable conflicts. Years after he retreated from public life, his name still resonated as an emblem of his effort to transcend decades of racial division and create what South Africans called a Rainbow Nation. “His commitment to transfer power and reconcile with those who jailed him set an example that all humanity should aspire to,” a grim President Obama said Thursday evening, describing Mr. Mandela as an “influential, courageous and profoundly good” man who inspired millions — including himself — to a spirit of reconciliation. Mr. Mandela and Mr. Obama both served as the first black leaders of their nations, and both men won the Nobel Peace Prize. But the American president has shied away from comparisons, often noting that his own sacrifices would never compare to the ones that Mr. Mandela endured. Mr. Obama said that the world would “not likely see the likes of Nelson Mandela again,” and he noted that the former South African

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president had once said that he was “not a saint, unless you think of a saint as a sinner who keeps on trying.” Mr. Zuma did not announce the specific cause of Mr. Mandela’s death, but he had battling pneumonia and other lung ailments for the past six months, and had been in and out of the hospital. Though his death was announced close to midnight, when most in this nation of early risers are asleep, a small crowd quickly gathered outside the house where he once lived in Soweto, on Vilekazi Street. “Nelson Mandela, there is no one like you,” they sang, stamping their feet in unison to a praise song usually sung in joy. But in the midnight darkness, sadness tinged the melody. “He was our father, our mother, our everything,” said Numfundo Matli, 28, a housekeeper who joined the impromptu celebration of Mr. Mandela’s life. “What will we do without him?” His death comes during a period of deep unease and painful self-examination for South Africa. In the past year and a half, the country has faced perhaps its most serious unrest since the end of apartheid, provoked by a wave of wildcat strikes by angry miners, a deadly response on the part of the police, a messy leadership struggle within the A.N.C. and the deepening fissures between South Africa’s rulers and its impoverished masses. Scandals over corruption involving senior members of the party have fed a broader perception that Mr. Mandela’s near saintly legacy from the years of struggle has been eroded by a more recent scramble for self-enrichment among newer elite. After spending decades in penurious exile, many political figures returned to find themselves at the center of a grab for power and money. Mr. Zuma himself was charged with corruption before rising to the presidency in 2009, though the charges were dropped on largely technical grounds. He has faced renewed scrutiny in the past year over $27 million spent in renovations to his house in rural Zululand. Graphic cellphone videos of police officers abusing people they have detained have further fueled anger at a government seen increasingly out of touch with the lives of ordinary South Africans. Mr. Mandela served as president from 1994 to 1999, stepping aside to allow his deputy, Thabo Mbeki, to run and take the reins. Mr. Mandela spent his early retirement years focused on charitable causes for children and later speaking out about AIDS, which has killed millions of Africans, including his son Makgatho, who died in 2005. Mr. Mandela retreated from public life in 2004 at the age of 85, largely withdrawing to his homes in the upscale Johannesburg suburb of Houghton and his ancestral village in the Eastern Cape, Qunu. Just after 1 a.m. in Soweto, Lerato Motau walked down Vilekazi Street, clutching a handful of red and white roses plucked from her parents’ garden. Ms. Motau, 38, had grown up down the street from the Mandela home, and had many memories of Mr. Mandela’s visits after he was released from prison. “He always had time for us kids,” she said, holding the hand of her own 12-year-old daughter, up past her bedtime to witness history just as Ms. Motau was when Mr. Mandela was released from prison when she was in school. Ms. Motau’s father, Shadrack Motau, had accompanied Mr. Mandela on a tour of the neighborhood after his release. Early Friday morning, his eyes filled with sleepy sadness as he flipped through old photographs of Mr. Mandela with his daughters. “The man had so much humility,” Mr. Motau said. “He treated everyone with respect and dignity, from statesmen to children.” At a bar in the upscale suburb of Greenside, where a multiracial gaggle of college students home for the holidays drank beers and shots of tequila along a popular strip of bars, news of Mr. Mandela’s death traveled quickly from one barstool to the next. “I can’t believe he’s gone,” said Kate Reeves, an 18-year-old first-year student at the University of Cape Town who lives in the same wealthy suburb where Mr. Mandela died. She clapped her hand to her mouth and fought back tears, reaching for her friend and college classmate Sandile Makhatho for a hug. “This is the saddest day of my life,” she said. Indeed, the friendship between Ms. Reeves, who is white, and Mr. Makhatho, who is black, would scarcely have been possible in the days before Mr. Mandela led the fight to end apartheid. Both are members of the “born free” generation, who never really knew apartheid. “I wouldn’t be here now if it wasn’t for Nelson Mandela,” Mr. Makhatho said.

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Coretta Scott King - Human Rights Activist and Leader (The Early Years) Coretta Scott King was one of the most influential women leaders in our world. Prepared by her family, education, and personality for a life committed to social justice and peace, she entered the world stage in 1955 as wife of the Reverend Dr. Martin Luther King, Jr. and as a leading participant in the American Civil Rights Movement. Her remarkable partnership with Dr. King resulted not only in four children, who became dedicated to carrying forward their parent’s work, but also in a life devoted to the highest values of human dignity in service to social change. Mrs. King traveled throughout the world speaking out on behalf of racial and economic justice, women’s and children’s rights, gay and lesbian dignity, religious freedom, the needs of the poor and homeless, full-employment, health care, educational opportunities, nuclear disarmament and environmental justice. She lent her support to pro-democracy movements world-wide and consulted with many world leaders, including Corazon Aquino, Kenneth Kaunda, and Nelson Mandela. Born and raised in Marion, Alabama, Coretta Scott graduated valedictorian from Lincoln High School. She received a B.A. in music and education from Antioch College in Yellow Springs, Ohio, and then went on to study concert singing at Boston’s New England Conservatory of Music, where she earned a degree in voice and violin. While in Boston she met Martin Luther King, Jr. who was then studying for his doctorate in systematic theology at Boston University. They were married on June 18, 1953, and in September 1954 took up residence in Montgomery, Alabama, with Coretta Scott King assuming the many responsibilities of pastor’s wife at Dexter Avenue Baptist Church. During Dr. King’s career, Mrs. King devoted most of her time to raising their four children: Yolanda Denise (1955), Martin Luther, III (1957), Dexter Scott (1961), and Bernice Albertine (1963). From the earliest days, however, she balanced mothering and Movement work, speaking before church, civic, college, fraternal and peace groups. She conceived and performed a series of favorably-reviewed Freedom Concerts which combined prose and poetry narration with musical selections and functioned as significant fundraisers for the Southern Christian Leadership Conference, the direct action organization of which Dr. King served as first president. In 1957, she and Dr. King journeyed to Ghana to mark that country’s independence. In 1958, they spent a belated honeymoon in Mexico, where they observed first-hand the immense gulf between extreme wealth and extreme poverty. In 1959, Dr. and Mrs. King spent nearly a month in India on a pilgrimage to disciples and sites associated with Mahatma Gandhi. In 1964, she accompanied him to Oslo, Norway, where he received the Nobel Peace Prize. Even prior to her husband’s public stand against the Vietnam War in 1967, Mrs. King functioned as liaison to peace and justice organizations, and as mediator to public officials on behalf of the unheard.

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New York Times Article – Dalia Lama (Use to practice Annotating) Dalai Lama Urges Outside Inquiry The Dalai Lama, Tibet’s spiritual leader in exile, on Friday called for an outside inquiry into the self-immolations of more than 130 Tibetans in anti-China demonstrations over the past five years, and he suggested that in some cases, such acts of protest were understandable and not entirely wrong. If compassion is the reason driving those who immolate themselves, the Dalai Lama said, they should be viewed differently from those motivated by anger. The religious issues surrounding the self-immolations, he said, “are very, very complicated.” The remarks by the Dalai Lama, 78, a soft-spoken Buddhist theologian, were ambiguous compared with his previous criticisms of self-immolations, carried out mainly by ordinary Tibetans frustrated with what they view as China’s repressive policies toward Tibet’s culture and religion. The Dalai Lama made the remarks on the final day of a three-day visit to Norway, where he received the Nobel Peace Prize 25 years ago for his nonviolent philosophy in opposing China’s domination of his Himalayan homeland, which he fled in 1959. China, which considers the Dalai Lama a subversive separatist, has accused him and his loyalists in exile of fomenting the self-immolations, which have embarrassed the Chinese authorities despite government attempts to thwart them. The International Campaign for Tibet, an advocacy group, has chronicled at least 131 self-immolations since February 2009, mostly in Tibetan-populated areas of western China adjoining Tibet. Norwegian lawmakers in Oslo, who were among the Dalai Lama’s hosts, met with him in Parliament, where he appeared at a forum on Friday and answered questions that included whether he had urged a halt to the self-immolations. “This is a very sensitive issue,” the Dalai Lama said, speaking in English. He said the self-immolations were “very sad” and that such “drastic action” probably had little effect on the underlying issue of Chinese policy on Tibet. The Dalai Lama also said outsiders, like his hosts in Parliament, should conduct their own fact-finding visit to determine the causes. “I think sometimes Chinese leaders also need these things, too,” he said, because they are not given accurate information by their subordinates. There was no immediate reaction from Chinese officials, who have described the self-immolations as a form of terrorism. Whether self-immolations are religiously wrong, the Dalai Lama said, “entirely depends on motivation.” “If such a drastic action takes place with full anger, then negative,” he said. “But more compassionate, more calm mind, then sometimes maybe less negative.” The Dalai Lama’s visit to Norway has drawn particular attention because senior Norwegian government leaders decided against meeting with him in deference to China. The Norwegian prime minister, Erna Solberg, justified the decision on the grounds that Norway has been trying to improve relations with China, which has been angry at Norway ever since the Nobel Peace Prize committee gave the award to the Chinese dissident Liu Xiaobo in 2010. Ms. Solberg elaborated on the

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decision on Friday, telling the national broadcaster NRK that it was a “necessary sacrifice” to improve relations with China. Surveys suggested that many Norwegians were critical of the official snub, viewing it as a cowardly capitulation that sacrificed human rights in favor of economics. Thousands of well-wishers turned out to greet the Dalai Lama when he arrived in Oslo on Wednesday. China’s state-run news media have not reported on the Dalai Lama’s trip, but the Chinese Foreign Ministry acknowledged the Norwegian government’s decision to snub him. “China pays attention to the announcement by the Norwegian side,” a Foreign Ministry spokesman, Qin Gang, said on April 28.

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English I, Unit I, Lesson 2:

Learning Goals for this Lesson

Standards: CC.9-10R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10R.I.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. CC.9-10.R.I.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CC.9-10.RL.5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. CC.9-10R.I.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CC.9-10.W.9b Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.9-10.W.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

Students Will Know: -Textual evidence/text support/annotation -Content/abstract idea -Author’s decisions(e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used, notes to readers) -Inference/Critical /analytical judgments -How to analyze -Author’s Choices -Write for varied purposes

Students Will Be Able To: - Identify/cite appropriate text support for inferences about content, concrete ideas and author’s decisions in a text. -Identify how author’s choices affect central ideas -Use the combination of explicitly stated information, background knowledge, and connections to the text to answer questions they have as they read -Analyze in detail how an author’s ideas or claims are developed and refined. -Draw evidence from literary or informational texts to support analysis

Lesson Essential Question: How do readers use textual evidence to answer questions, confirm predictions, and support responses?

Activating Strategy: What do you think life will be like in 2053? What will people wear, drive, and do for fun? What new technology will exist? Think about the inventions that have come about in your lifetime – iPods, email, DV-R, DVD’s and many more. What new inventions will be around in 2053? Use graphic organizer below to complete this activity.

Key vocabulary to preview and vocabulary strategy: Tier II: Inflation, over emphasis, fundamental, vicarious, slack-jawed, wrench Tier III: textual evidence, inference, prediction Vocabulary Strategy: Possible Sentences is a pre-reading strategy that focuses on vocabulary building and student prediction prior to reading. In this strategy, teachers write the key words and phrases of a selected text on the chalkboard. Students are asked to: •Define all of the terms. •Group the terms in related pairs. •Write sentences using these word pairs. These "possible sentences" introduce the important skill of pre-reading prediction. Students then "check" their predictions by a close, careful reading of the text selection. Steps to Possible Sentences: 1. Prior to the reading assignment, list all significant vocabulary words in a reading selection on the chalkboard. 2. Ask students to define the words and select pairs of related words from the list. 3. Require students to write sentences using each of the word pairs that they might expect to appear in the selection, given its title and general subject area. 4. Select several students to write their "possible sentences" on the chalkboard. Engage the students in a discussion of the appropriateness of the word pairing and the "plausibility" of each sentence as a "possible sentence" in the selection. 5. Have students read the selection and test the accuracy of their predictions. Sentences that are not accurate should be revised. Poll the class for common accurate and inaccurate predictions. Discuss possible explanations for the success or failure of these predictions. http://www.readingeducator.com/strategies/possible.htm

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Lesson Instruction

Learning Activity 1: Have student pairs discuss the future of television viewing. Do

they think people in the future will watch more or less TV than we do today? Why, or why not? Have pairs share out ideas and see if the class can reach consensus. Help students set a purpose for reading. Tell them to read essay with partner using the PALS reading strategy to determine the author’s general attitude about TV. Ask pairs to share their perception of the author’s attitude toward TV. Did they infer their reasons from the essay or did they cite supporting text word for word to arrive at their conclusions? Have pairs reread the selection answering the following questions: Reread lines 5–8. What issue does the author introduce by contrasting sitcom families and real life ones? According to Goodman, which is worse: what families watch on TV, or how long they watch TV? Why? Possible answer: How long they watch is worse, according to Goodman. She believes that the more time family members watch TV, the less time they spend interacting with each other. Do you think that Goodman’s view is valid? Why or why not? Possible answers: Yes, because the longer the TV is on, the less time there is for homework, conversation, hobbies, reading, or sleep. No, because people sometimes do other things even though a TV is on. Have each pair find another group and share answers. Ask for student volunteers to provide answers. Think, Ink, Pair, Share: How did you and your partner arrive at your conclusions? Did you use evidence from the text, background knowledge or both? Write done answers. Pairs will discuss answers with each other and then share conclusions with the class. Review the effects of TV with a partner. Answer the following question with your partner: Based on these statistics, has your opinion about TV viewing remained the same or changed? Partners will take turns sharing perspectives with another team.

Assessment Prompt for Learning Activity 1: Paired Response: In “Primal

Screen,” Goodman claims that the habit of television watching is a more serious problem than the content of the programs. With a partner answer the following: What evidence does she use to support this claim? Pairs share answers with class.

Graphic Organizer:

Learning Activity 2: Must-Have TV – Explain to students that the technology that

made today’s TV possible was developed in the late 1920s. It was not until World War II ended, however, that the production of TV sets and the establishment of TV stations and programming began in earnest. By the end of 1950, the year in which Ray Bradbury wrote “The Pedestrian,” there were 10.5 million TV sets in American homes—one set for every fourteen or fifteen Americans. It seemed that everyone wanted to be the first in the neighborhood to own a TV and to watch whatever limited programming was available. By 1950, too, the A. C. Nielsen Company was already surveying TV viewers’ preferences—and some people were already warning about the influence of what by 1960 was called the “idiot box.” Help students set a purpose for reading. Tell them to read “The Pedestrian” using the say something method to find out how society deals with a person who is different. As pairs read, have them look for evidence to form a reason why Mead never encounters anyone on his nightly walks. How does this detail help you determine Bradbury’s message? Possible answer: Mead never encounters anyone because everyone else spends evenings indoors, watching TV. This detail indicates Bradbury’s view that television is powerful enough to control people’s behavior and alienate them from the real world. Have pairs share answer with the class.

Assessment Prompt for Learning Activity 2: Pair Quiz –Student pairs will create

a three question quiz and answer key about the short story “The Pedestrian”. Pairs will exchange quizzes with another pair and answer their questions. Pairs will grade quizzes and give feedback to each other.

Assignment: TURN OFF THE SET!: COMMERCIAL or Public Service Announcement Discuss one message suggested in both “Primal Screen” and “The Pedestrian”—namely, that turning off the TV more often is a good idea. Discuss what facts and details might persuade a TV viewer to turn off the set more often. Then (in spite of the small likelihood that TV stations would air such an advertisement), ask students to create an “anti-TV” commercial. Have students work in small groups to write a script, cast the characters, design

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Learning Activity 3: Points of Comparison - Have student pairs reread “Primal

Screen” and “The Pedestrian” to compare and contrast the author’s messages or central ideas. Student groups will utilize a graphic organizer to identify the following: the writer’s focus, problems identified, solutions suggested, what authors used to convey message. Teacher will model the format by walking students through the process for the text: “Primal Screen”. Use overhead projector, PowerPoint or Smart Board to support all learning styles. Student pairs will practice the process using the text: “The Pedestrian”. Essay -What is the writer’s focus? what television watching is doing to family life; What problems are identified or portrayed? The overuse of television and the perceived powerlessness to turn it off; What solutions are recommended or suggested? turning off the set; What methods are used to convey the message? Persuasive language, statistics and other facts, and a strong call to action. Possible answers for short story: 1. What television is doing to American society in general; 2. The taking over of society by mind-numbing television programming; 3. Experiencing nature and thinking independently; 4. Setting, characters, dialogue, imagery, word choice

Assessment Prompt for Learning Activity 3: 3-2-1 Have students give three

similarities between the two pieces of text, two differences between the two pieces of text, and one paragraph explaining which author had the most convincing argument and explain why using evidence from the text.

the set, and then videotape their commercial. Play and discuss the commercials in class. Or Present short PowerPoint on the comparison contrast pattern of organization. See link below. Have students view 17 minute video of the short story “The Pedestrian” and list similarities and differences between film and short story. Have students then use their notes to write a comparison - contrast essay explaining these differences. Video is in the resource link below.

Summarizing Strategy: How do readers use textual evidence to answer questions, confirm predictions, and support responses? Write down 1 or 2 “ahas” (something you learned) and 1 or 2 “huhs” (things you still have questions about) concerning the lesson essential question. Answers should assist in differentiating the next lesson.

Resources: Text for “The Pedestrian” http://mikejmoran.typepad.com/files/pedestrian-by-bradbury-1.pdf Video for “The Pedestrian” http://www.dailymotion.com/video/xrdwdf_ray-bradbury-s-the-pedestrian_shortfilms Patterns of Organization PowerPoint: http://dscyfeducation.wikispaces.com/ELA+Resources

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Journal: What do you think life will be like in 2053? What will people wear, drive, and do for fun? What new technology will exist? Think about the inventions that have come about in your lifetime – iPods, email, DV-R, DVD’s and many more. What new inventions will be around in 2053?

INVENTIONS

2053

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Review the effects of TV with a partner. Brainstorm with your partner activities you could do in place of

watching TV.

TV Undermines Family Life

Amount of television that the average American watches per day: over 4 hours

Percentage of US households with at least one television: 98

Percentage of US households with exactly two TV sets: 35

Percentage of US households with three or more TV sets: 41

Time per day that TV is on in an average US home: 7 hours, 40 minutes

Percentage of Americans who always or often watch television while eating dinner: 40

Chance that an American falls asleep with the TV on at least three nights a week: 1 in 4

Percentage of Americans who say they watch too much TV: 49

Percentage of US households with at least one VCR: 85

Number of videos rented daily in the US: 6 million

Number of public library items checked out daily: 3 million

Number of hours of media consumed daily by the average American in 1998: 11.8 TV Harms Children and Hampers Education

Average number of hours per week that American one year-old children watch television: 6

Number of hours recommended by the American Pediatric Association for children two and under: 0

Average time per week that the American child ages 2-17 spends watching television: 19 hours, 40 minutes

Time per week that parents spend in meaningful conversation with their children: 38.5 minutes

Hours of TV watching per week shown to negatively affect academic achievement: 10 or more

Percentage of children ages 8-16 who have a TV in their bedroom: 56

Percentage of those children who usually watch television in their bedroom: 30

Percentages of television-time that children ages 2-7 spend watching alone and unsupervised: 81

Percent of total television-time that children older than 7 spend without their parents: 95

Percentage of children ages 8 and up who have no rules about watching TV: 61

Percentage of parents who would like to limit their children’s TV watching: 73

Percentage of day care centers that use TV during a typical day: 70

Hours per year the average American youth spends in school: 900

Hours per year the average American youth watches television: 1,023

Percentage of self-professed educational TV that has little or no educational value: 21

Chance that an American parent requires children to do their homework before watching TV: 1 in 12

Percentage of teenagers 13-17 who can name the city where the US Constitution was written (Philadelphia): 25

Percentage of teenagers 13-17 who know where you find the zip code 90210 (Beverly Hills): 75

Average time per day American children spend in front of a screen of some kind: 4 hours, 41 minutes

Percentage of 4-6 year-olds who, when asked, would rather watch TV than spend time with their fathers: 54

Percentage of young adults who admit to postponing their bedtime for the internet or TV: 55 TV Promotes Violence

Number of violent acts the average American child sees on TV by age 18: 200,000

Number of murders witnessed by children on television by the age 18: 16,000

Percentage of youth violence directly attributable to TV viewing: 10

Percentage of Hollywood executives who believe there is a link between TV violence and real violence: 80

Percentage of Americans who believe TV and movies are responsible for juvenile crime: 73

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Percentage of children polled who said they felt “upset” or ‘scared” by violence on television: 91

Percent increase in network news coverage of homicide between 1993 and 1996: 721

Percent reduction in the American homicide rate between 1993 and 1996: 20

Percent increase in number of violent scenes per hour on 10 major channels from 1992 to 1994: 41

Percentage of programs that show the long-term consequences of violence: 16

Percentage of violent programs that emphasize an anti-violence theme: 4 TV Promotes Excessive Commercialism and Sedentary Lifestyles

Number of TV commercials viewed by American children a year: 20,000

Age by which children can develop brand loyalty: 2

Number of TV commercials seen by the average American by age 65: 2 million

Percentage of toy advertising dollars spent on television commercials in 1997: 92

Percentage of local TV news broadcast time devoted to advertising: 30

Total amount of money spent in 1999 to advertise on broadcast television: $40 billion

Net worth of the typical middle-class American household after accounting for debts: less than $10,000

Number of ads aired for “junk-food” during four hours of Saturday morning cartoons: 202

Percentage of American children who were seriously overweight in 1964: 5; 1994: 13

Percentage of young people who report having had no recent physical activity: 14

Factor by which men who watch more than 21 hours of TV a week increase their risk of Type 2 diabetes: 2

Percentage of pediatric diabetes cases that are now Type 2, (adult-onset), not Type 1 juvenile-onset): 30 TV Squelches Political Awareness

Money spent on ads for the major presidential candidates between June 1, 2000 and September 13: $63 million

Money spent on issue ads between January 1, 1999 and August 30, 2000: over $342 million

Percentage of those which were attack ads: 61

Amount of time broadcasters must provide to candidates free of charge under the 1996 Telecommunications Act: 0

Value of public airwaves allocated to broadcasters at no cost under the 1996 Telecommunications Act: $70 billion

Amount spent on lobbying by TV broadcasters and the National Association of Broadcasters in 1996: $4 million

Number of network news stories about the environment in 1990: 377; 1996: 113

Percentage of Americans who can name The Three Stooges: 59

Percentage of Americans who can name three Supreme Court Justices: 17

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Manzo’s and Casale’s Listen-Read-Discuss adapted by Teresa Rush Doug Fuch’s Ph.D., and Lynn Fuch’s, Ph.D. Peer-assisted Learning Strategy adapted by Teresa Rush

Listen Read Discuss & PALS (Peer Assisted Learning Strategy) Reading Framework 1. BEFORE READING-Review the reading selection, and prepare a brief, organized overview that points out:

”)

about…”)

2. DURING READING-Peer-Assisted Learning Strategy- Have students read the textbook/article in pairs:

-10 min.)

-Reads the text aloud

-Follows along

-Summarize section of text and complete next part of the assignment

3.AFTER READING-Discuss the material students have heard and read when 7-10 min. are up. Begin the discussion by asking for the information students were told to look for. Record for class to see as it is discussed. Repeat after the next 7-10 min.

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TEXT ANALYSIS

Text Analysis

COMPARE ACROSS GENRES

Directions: Now that you have read each selection, you can compare and contrast the

writers’ messages. Use the chart to record your observations. Answer each question as it

applies to the essay and the short story.

Points of Comparison In the Essay In the Short Story

1. What is the writer’s focus? what television watching is

doing to family life

2. What problem(s) are

identified or portrayed?

3. What solution(s) are

recommended or

suggested?

4. What methods are used to

convey the message?

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English I, Unit I, Lesson 3

Learning Goals for this Lesson

Standards CC.9-10R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10.R.I.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CC.9-10R.I.10 By the end of grade 9 read and comprehends literary nonfiction in the grades 9 – 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats. (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

Students Will Know -Textual evidence/text support -Content/abstract idea -Author’s decisions (e.g., paragraphing, quotations, organization of text, formatting devices, mode of development used) -Critical/analytical judgments

Students Will Be Able To -Make, test and revise predictions as they read -Make inferences about content, concrete ideas and author’s decisions in a text -Identify/cite appropriate text support for inferences about content, concrete ideas and author’s decisions in a text -Analyze the relationship between text organization and development of ideas

Lesson Essential Question How does a reader use text features to better understand what an author writes?

Activating Strategy: Provide students with a copy of two different menus. One menu should have pictures, categorical headings, etc. The other should be plain text with no discernible organization. Give them an order and ask them to total the bill. Don’t provide much time. The point is that the organizational cues will make finding the information much easier! Ask students to discuss in pairs what features helped them locate the information quickly. See menus below.

Key vocabulary to preview and vocabulary strategy: Tier II: anthropology, artifact, presumed, refute Tier III: subheading, graphic aids, captions, numbered lists, bullets, sidebars

Own the Word: Use this graphic organizer to cite the word, student’s definition, student’s sentence, student’s picture, part of

speech, antonym, and synonym. Own the Word: Step 1) Select desired vocabulary words. Step 2) Use each vocabulary word in its’ own sentence. Step 3) Have students complete the “Own the Word” graphic organizer by: -Using their own words to define the vocabulary word. -Use various tools (i.e. a dictionary, thesaurus) to identify one synonym and one antonym for the vocabulary word. -Identify which part of speech the vocabulary word is being used as. -Have students write their own sentence using the vocabulary word. Step 4) For struggling readers or younger readers, have them draw a picture of what the word reminds them of. http://www.grbeavers.org/LinkClick.aspx?fileticket=iVsujrMRGDU%3D&tabid=133&mid=857

Lesson Instruction

Learning Activity 1: Begin by introducing text features with the power point. As information is provided, be sure to point out the vocabulary terms. Students should take Cornell Notes during the power point for inclusion in their notebook. Scaffold note sheets are available for those requiring additional support. See link below under resources. If students need to learn the Cornell Note-Taking process please introduce mini lesson before learning activity one (mini lesson can be found in unit 1, lesson 1 of tenth grade curriculum). Now have student pairs skim the texts “Who Killed the Iceman” and “Skeletal Sculptures” to search for examples of the following text features: subheading, graphic aids, captions, numbered lists, sidebars and list pages and give examples of each. Have pairs share answers with the class.

Assessment Prompt for Learning Activity 1: 3-2-1 Have students

Graphic Organizer

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name three text features, two reasons for using text features and one question students still have about text features.

Learning Activity 2: Set up 4 stations around the room. At each station should be a different example of non-fiction texts with text features. These might include newspaper articles, content area textbooks, magazine articles, a webpage print off, etc. Provide students with a copy of the Text Feature Scavenger Hunt (see below). In pairs, rotate students through the stations, providing no more than three minutes at each station. Students must find examples of text features and record them on their chart.

Assessment Prompt for Learning Activity 2: Use the Most Important

Thing summarizer to assess students understanding of text features. Three important ideas/things from the lesson on text features are ---, ---, and ---, but the most important thing I learned today is ---.

Assignment 45 minute History Channel video, delving into the mystery “Who Killed the Iceman?” COPPER-AGE HUMAN: PORTRAIT Explain that an important step in human development was taken in the Copper Age—the time when humans first began mining the earth for metal, using fire to melt the metal, and shaping the metal into useful tools and weapons. As a result, humans could hunt more efficiently, and they began to have more time to create objects of beauty. Ask students to do more research into the Copper Age. Then have them use their findi1ngs to draw a descriptive portrait of a person from that period. Portraits should include callouts and/or captions presenting explanations about their subject’s life at that time. Display portraits together in the class. Or THEORY REBUTTAL: PERSUASIVE ESSAY Part of the way that scientists reach their conclusions is by being challenged by other scientists with differing opinions. For example, an expert in a certain field of study may read an article and write a rebuttal, citing evidence from the article and attempting to disprove its main idea with other evidence and argumentation. Ask students to adopt the persona of a European scientist. Have them write, in character, a persuasive essay that refutes Reinhard’s theories in the National Geo-graphic article. Urge students to include a clear statement of opinion and to use the details in the text as a basis for their argument. Invite students to share their essays in small groups.

Learning Activity 3: Have students listen to video trailer introducing the

article, “Who Killed the Iceman?” and review the text features students will be using in this text. Then have students predict who they think may

have killed the iceman. Student pairs will read the article using the “say something” reading strategy. As students begin reading the section about the controversy surrounding Ötzi’s death, have them take careful notes using the Cornell Note-Taking process to keep track of the differing theories. When pairs have completed

the reading, Review the notes and decide which theory their group believes has the most support and explain why. Student groups will share their conclusion with the class. Assessment Prompt for Learning Activity 3: Students will complete a

headline for a news summary communicating the message developed in their team concerning the theory behind the death of the iceman. Students will share headlines.

Summarizing Strategy: How does a reader use text features to better understand what an author writes? Have students pair up and list five reasons why the reader’s understanding of text features is so important to their ability to comprehend text. Then have student pairs rank the reasons in order of importance. Pairs will share reasons and rankings with the class.

Resources: Scavenger Hunt: http://readingrecovery.org/images/pdfs/Conferences/NC13/Handouts/Jung_Text_Features_Scavenger_Hunt.pdf Article from the History Channel: http://www.history.com/news/iceman-frozen-for-millennia-had-lyme-disease-blocked-arteries-sardinian-relatives Additional Lessons: http://school.discoveryeducation.com/teachersguides/pdf/ancienthistory/ds/forensics_who_killed_the_iceman.pdf

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Headline News! Summary

News Subject: ___________________________________________________________________________ The Headline: Consider the following:

What is the significance of the event, discovery, problem, conflict, etc.?

What evidence is available to back up main idea or theory? The Summary: ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________ ________________________________________________________________________________________

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Menus for Activating Strategy: #1

#2

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Text Features PowerPoint: http://dscyfeducation.wikispaces.com/ELA+Resources

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Text Features –Scavenger Hunt

Text Feature Book Title & Page Number What is the purpose of this text feature?

Titles, Headings, & Subtitles

To tell the reader what topic the book or text will be about

Different Fonts (Size, Style, & Color)

To signal the reader that information is important or interesting

Underlined or Highlighted Print

To signal the reader that information is important or interesting

Bullets

To tell the reader short facts or pieces of information that are important or interesting

Caption

To describe or explain to the reader what is happening in the picture

Labels

To describe or explain to the reader different parts of the picture

Border or Background

To tell the reader where to look for important or interesting information

Textbox or Sidebar

To tell the reader where to look for important or interesting information

Diagram

To show the reader where to see different parts of something

Flow Chart

To show the reader how something happens

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Table or Chart

To show the reader how information is organized

Graph

To show a picture of information with numbers

Timeline

To show the reader dates when events happened

Table of Contents

To organize the book at the beginning by page number order so the reader can find information

Index

To organize the book at the end by alphabetical order so the reader can find information

Glossary

To organize special vocabulary so the reader knows important words and their meanings

Appendix

To tell the reader extra information

Bibliography, Reference List, or Resources

To tell the reader where the author got the information or places they can learn more about the topic

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English I, Unit I, Lesson 4

Learning Goals for this Lesson

Standards CC.9-10R.I.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. CC.9-10.R.I.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). CC.9-10R.I.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. CC.9-10R.I.10 By the end of grade 9 read and comprehends literary nonfiction in the grades 9 – 10 text complexity band proficiently, with scaffolding as needed at the high end of the range. CC.9-10.SL.2 Integrate multiple sources of information presented in diverse media or formats. (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. CC.9-10.W.4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. CC.9-10.W.9b Draw evidence from literary or informational texts to support analysis, reflection, and research. CC.9-10.W.10 Write routinely over extended time frames and shorter time frames for a range of tasks, purposes, and audiences.

Students Will Know -Theme -Author’s Choices -Patterns of organization (e.g., sequence, chronological order, description, comparison, problem/solution, simple cause/effect, conflict/resolution) -Ordering events (e.g., parallel plots)

Students Will Be Able To -Make critical or analytical judgments -Analyze the relationship between text organization and development of ideas -Analyze the relationship between form/structure and meaning in text -Identify organizational structures (e.g., flashback, foreshadowing, pacing)

Lesson Essential Question: How do readers identify and determine text structures used in informational text?

Activating Strategy: Us the power notes to introduce this senerio:

Your phone number appears in a hundred databases. Your favorite Web site keeps track of your every click. Do these advances in technology pose a threat to your privacy? Big Brother (along with 30 of his closest friends) may be watching you. DEBATE: With a small group, break into two teams and stage a debate over the question of personal privacy in today’s society. Is your privacy at risk, or isn’t it? Be prepared to back up your opinions with examples and other evidence.

Key vocabulary to preview and vocabulary strategy: Tier II: nonpartisan, pervasive, surveillance Tier III: chronological order, compare/contrast, cause/ effect, problem/solution, fact/opinion, bias

Have students complete a layered-look foldable for each pattern of organization. Students will utilize this graphic

organizer throughout the lesson. Each pattern should have the definition in the student’s own words, signal words

used and a graphic representation. http://sblc.registereastconn.org/foldables/LayeredLookBook.pdf

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Lesson Instruction

Learning Activity 1: Introduce essential question again (How do readers identify and

determine text structures used in informational text?) through PowerPoint found on DSCYF-Education Wiki –Patterns of Organization. http://dscyfeducation.wikispaces.com/ELA+Resources As the teacher introduces each text structure ask students to add one more idea to each pattern of organization found on foldable created.

Assessment Prompt for Learning Activity 1: Students will complete word match

card sort independently. Students will sort signal words under each organizational category. Students will pair with a classmate and check answers. Students will share their answers with the class. See link below to access signal words.

Graphic Organizer *See foldable above

Learning Activity 2: Ask students the following question: Do we have a “Right” to

Privacy? Have students discuss their understanding surrounding this issue and then have volunteers share conversations with the class. Students may be surprised to learn that the U.S. Constitution nowhere specifies privacy as a right. However, many Supreme Court cases have addressed a range of privacy issues. Court decisions and public discussion about the issues addressed have tended to give privacy Constitutional status. In particular, the Fourth Amendment (which protects Americans from “unreasonable searches and seizures”) and the Fifth Amendment (which guards against self-incrimination and the taking of private property for public use) have been linked to privacy issues. Still, their application has not been interpreted consistently. As both Rock and Ahalt suggest, privacy remains difficult both to define and to protect. Have students pair up and use the PALS reading strategy to determine the pattern of organization utilized within the article: “How Private is Your Private Life?” Have students look for signal words, phrases or other indicators to determine the pattern of organization used. Pairs will find another group to discuss their determination as well as evidence gathered to back up decision made.

Assessment Prompt for Learning Activity 2: Snowball Fight – Students will right

down the pattern of organization used in “How Private is Your Private Life?” with one sentence explaining why they have come to that conclusion. They will then wad up paper into a ball. Students will stand up and throw balls to the opposite side of the room. Students will pick up a ball and read the answers to the teacher. The teacher will tally answers and provide class with the correct answer –chronological.

Assignment: POST–9/11 LEGISLATION: SUMMARY One reason that a government collects information on individuals is to ensure the security of its citizens. Throughout modern history, however, a debate has raged: Where does individual privacy end and the need to collect and use information “for the com-mon good” begin? This debate intensified as security fears erupted after September 11, 2001. Have students research some of the legislation that has followed 9/11 and the controversy related to it. Ask them to summarize the current debate that relates to national security versus individual liberties, perhaps giving examples of specific legislation and individual cases and trials that have been particularly newsworthy or controversial. Pre-AP Challenge: Invite students to focus on one piece of legislation and write an opinion paper that argues whether or not that legislation is in the best interest of American democracy that is, whether it protects it in terms of national security, or inhibits it in terms of civil liberties. Challenge students to acknowledge opposing points of view when arguing their own view. Have students present their papers to the class.

Learning Activity 3: Use the power notes to introduce fact/opinion and bias. Explain

to students that most persuasive writers use facts and opinions to support their claims. A fact is a statement that can be proved, or verified. An opinion is a statement that cannot be proved because it expresses a person’s beliefs, feelings, or thoughts. It’s important to distinguish facts from opinions because facts tend to be less disputable than opinions—unless the opinions come from experts and are well substantiated, or established by evidence. Ask students: Can you distinguish the fact from opinion here? The constant invasion of our privacy is an outrage. According to a 1999 Wall Street Journal poll, loss of privacy is the number-one concern of Americans. The first statement is an opinion. The second is a fact; it can be proved by consulting the 1999 Wall Street Journal poll. As you reread each of the following texts with your partner, identify the significant facts and opinions in the chart attached below.

Assessment Prompt for Learning Activity 3: Paired Response: Review the chart

you filled in as you read with your partner. Does Andrea Rock rely more on fact or opinion in making her case? What about Arthur M. Ahalt? Do the opinions you identified tend to be substantiated? Develop a shared answer to these questions and cite evidence from the texts to support your answers. Combine with another group and share answers. Have student volunteers share there perspectives with the class.

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Summarizing Strategy: How do readers identify and determine text structures used in informational text? 3-2-1: Students will provide three patterns of organization used within a text, two reasons an author might choose one pattern over another and one sentence comparing patterns of organization to another item (EX: Patterns of Organization are like the hangers in a closet as they assist the writer in creating an orderly argument.) Have students share out metaphors.

Resources: http://www.irsc.edu/uploadedFiles/Students/AcademicSupportCenter/WritingLab/Transitions-Patterns-of-Organization-Pt1.pdf

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HOW PRIVATE IS YOUR PRIVATE LIFE?/THE PRIVACY DEBATE: ONE SIZE

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Text Analysis

FACT AND OPINION

Most persuasive writers use facts and opinions to support their claims.

• A fact is a statement that can be proved, or verified.

• An opinion is a statement that cannot be proved because it expresses a person’s beliefs, feelings,

or thoughts.

Directions: As you read the article and editorial, identify significant facts and opinions

and write them in this chart. The first one is done for you. Then answer the question that

follows the chart.

Selection/Location Example Fact/Opinion

How Private Is Your Private

Life?, lines 2–3

A 1999 poll found that loss of

privacy is the number-one

concern of Americans.

Fact

Review the chart you filled in as you read. Does each writer rely more on fact or opinion

in making his or her case? Circle evidence in the chart to help you decide.