Acquisition Lesson Plan
K-U-D (Know, Understand, Do) Chart
Grade/Course: 9th Grade English
Unit Title: Analyzing different mediums/Author’s Claims– How can we influence others?
|Content Standards: |
|CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, |
|including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. |
|CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over |
|the course of a text, interact with other characters, and advance the plot or develop the theme. |
|CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made,|
|how they are introduced and developed, and the connections that are drawn between them. |
|CC.9-10.R.L.4 & CC.9-10.R.I.4 |
|Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative |
|meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and |
|place; how it sets a formal or informal tone). |
|CC9-10RL5 Craft and Structure: Analyze 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). |
|CC9-10RL7Integration of Knowledge & Ideas: Analyze the representation of a subject or a key scene in two different artistic mediums, |
|including what is emphasized or absent in each treatment. |
|CC9-10RI7 Integration of Knowledge & Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person's life |
|story in both print and multimedia), determining which details are emphasized in each account. |
|CC9-10RI9. |
|Analyze seminal U.S. documents of historical and literary significance including how they address related themes and concepts. |
|CC9-10W1Write 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. CC9-10W1a |
|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. CC9-10W1b |
|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. CC9-10W1c |
|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. CC9-10W1d |
|e. Provide a concluding statement or section that follows from and supports the argument presented. CC9-10W1e |
|CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and |
|audience. (use writing rubrics to assess outcome) |
|CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking |
|advantage of technology's capacity to link to other information and to display information flexibly and dynamically. |
|CC.9-10.R.L.10 Range of Reading and Level of Text Complexity: 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. |
|CC.9-10.S.L.1 Presentation of Knowledge and Ideas: 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. |
|CC.9-10.S.L.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and |
|interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
|CC.9-10.W.7 |
|Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem;|
|narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject |
|under investigation. |
| |
|Know |Understand | Do |
|(Note: concepts, facts, formulas, key |(Big idea, large concept, declarative |(Skills, competencies) |
|vocabulary) |statement of an enduring understanding) |Describe the relationship between text |
|Ideas and Claims | |organization and development of ideas and |
|Persuasive techniques |Good readers’ and viewers’ understanding of|claims |
|Various patterns of organization (e.g., |an artistic media is influenced by the |Analyze in detail how an author’s ideas or |
|sequence/chronological order, classification,|unique choices the authors and artists |claims are developed and refined by |
|definition, process, description, comparison,|make. |particular sentences, paragraphs, or larger|
|problem/ solution, simple cause/effect, | |portions of a text |
|conflict/resolution) | |Recognize emphasis (or lack thereof) in |
|Author’s intention/purpose (e.g., to reveal a| |more than one treatment of a subject or key|
|dilemma, to promote self reflection, to draw | |scene |
|attention to an issue or event, to predict | |Analyze the representation of a subject or |
|the future, to understand the past) | |key scene in more than one artistic media |
|Subject | | |
|Key scene | | |
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|Student Learning Map | |
|School District: DSCYF | |
|Course/Subject: English 9th Grade | |
| | |
How does presenting information in specific mediums change the message?
|Concept: |Concept: |Concept: |
|Author’s Ideas & Claims |Patterns of Organization |Messages in Various Mediums |
| | | |
|Lesson Essential Questions: |Lesson Essential Questions: |Lesson Essential Questions: |
|How do authors support their claims? |What patterns of organization do authors use? |How do authors convey meaning through various |
|What techniques make some ideas harder or |How do readers distinguish text types from the |mediums (interview, short story, newspaper |
|easier to sell than others? |patterns of organization found in the text? |article, video, etc.)? |
| | |How would a topic be told differently in a |
| | |magazine article as opposed to a radio |
| | |broadcast transcript? |
| | |How do authors build suspense in a film and how|
| | |does this differ from building suspense with |
| | |the written word? |
| | | |
|Vocabulary: |Vocabulary: |Vocabulary: |
|Seminal |Sequence |Scene |
|Claims |chronological order |Historical Context |
|Counterclaims |classification |Cultural Context |
|Call to Action |process |Cultural Symbol |
|Statistics |description |Dialogue |
|Parallelism |comparison |Set Design |
| |problem/solution |Props |
| |simple |Special Effects |
| |cause/effect |Close-ups |
| |conflict/resolution |Prequel |
| | |Perspective |
| | |Multimedia |
| | | |
|Additional Information/Resources: |
Culminating Activity
(Activity that students will do with the unit’s concepts and skills to demonstrate mastery.)
Unit Topic:
|Title/Concept |Analyzing different mediums/Author’s Claims– How can we influence others? |
|Culminating Activity Essential Question |How does presenting information in specific mediums change the message? |
|Paragraph Description |Teenagers know what they like, and they are usually more than happy to share their opinions. This activity |
| |gives them that opportunity as they learn to write reviews on the movies, television shows, music, |
| |restaurants, short stories, essays and books they love-and hate! They then publish their reviews in a |
| |variety of formats to share with their peers. |
|Mini-Lesson | |
|(Quick lesson prior to activity.) |Ask teens to find two or three reviews that interest them, either online or from magazines or newspapers. |
| |Explain that the review might convince them to see/buy the product, or it may have just the opposite effect.|
| |Ask them which is the case for each of these reviews and why. |
| |Using these reviews, help teenagers discover and list the important features of a review. You might begin by|
| |asking them what they notice about the reviews. What features or characteristics seem common among the |
| |different reviews, such as the kind of language used the combination of opinion/assessment and |
| |evidence/examples, and so forth? After they talk about what they notice, you might share with them the |
| |Review Writing Tips handout for an outline of these features. |
|Time (In Days) | |
| |2-3 days |
|Steps or Task Analysis | |
|(Details of activity.) |Ask teens to recall a book, movie/TV show, CD, or restaurant that they have recently experienced and would |
| |like to share their opinion on through writing a review. Suggest that the subjects they choose be something|
| |they have strong opinions about - whether positive or negative. |
| |Before writing, guide the writers to consider the importance of audience. Think back to the reviews they |
| |looked at earlier, and ask them to explain where they found the reviews. Who do they think would the likely|
| |reader be for each of those sources, and how might the identity of the reader affect what a reviewer chooses|
| |to say about a topic? Have teens look for examples where the author of the review seems to be catering to |
| |his or her specific audience. |
| |Suggest that teen writers consider what audience they intend for the reviews, and ask them to think about |
| |what kind of knowledge they can assume about the audience as well as what information a particular audience|
| |might need, for example, background information on the author, performer, or actor; other works by the same |
| |author or performer; and so on. |
| |Ask teens to begin planning to write their reviews. Remind them to include all the components of a review,|
| |to keep in mind the intended audience, and to use a lively, entertaining voice that will keep this audience |
| |interested. Encourage them to use prewriting activities such as listing or outlining the points they plan |
| |to make. They should be encouraged to keep in mind a review's focus on providing an opinion, but supporting|
| |it with specific examples and facts. |
| |Prompt teens to design a clever rating system, one that goes beyond the traditional 1 - 5 stars and one that|
| |has meaning for their subject. |
| |Have the teen share the review with a friend, asking the peer to suggest revisions to strengthen the review |
| |and make it more entertaining. The writer should then make revisions and prepare a final polished review |
| |for publication! |
| |Together create a list of possible publishing opportunities. |
|Summarize/Share |. |
| |Students will share their reviews with an appropriate audience |
| |Some possibilities are |
| |A group publication to share with each other and friends. (Note: Read,Write,Think/ Printing Press allows a |
| |means for compiling reviews in a reader-friendly format.) |
| |Submissions to print and online publications that seek reviews. (Note: TeenInk publishes reviews written by |
| |teenagers on a variety of subjects.) |
| |Submission of reviews of events (movies, concerts, etc.) to the teen's school newspaper. |
| |Contributions to a blog related to the topic of the review. |
| |A display of book reviews at a local library. |
|Differentiation |For Advanced students: |
| |Teenagers are always interested in their peers' perceptions of colleges (see the "College Review" section at|
| |TeenInk). Teenagers who are making summer college visits could try their hand at writing college reviews |
| |and could suggest that their school's guidance department post these reviews during the school year. |
| |Teenagers who are required to do independent reading might write a review as part of their assignment, with |
| |the consent of the teacher. |
| |Once teen writers have become skilled at writing reviews, they might ask a local newspaper if they could |
| |submit work for consideration for a teen column. |
|Revise/Review | |
| | |
|Resources & Materials |
| |ml?main-tab=2#tabs |
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Rubric for Culminating Activity
| | | | | |
|Scale | | | | |
| |4 |3 |2 |1 |
|Criteria | | | | |
| | | | | |
| |All requirements are met |All requirements are |One requirement was not |More than one |
|Requirements |and exceeded. |met. |completely met. |requirement was not |
| | | | |completely met. |
| | | | | |
| | | | | |
| |Covers topic in-depth with |Includes essential |Includes essential |Content is minimal OR |
| |details and examples. |knowledge about the |information about the |there are several |
|Content |Subject knowledge is |topic. Subject knowledge|topic but there are 1-2 |factual errors. |
| |excellent. |appears to be good. |factual errors. | |
| | | | | |
| | | | | |
| |Product provides abundant |Product provides |Product provides some |Product provides little |
|Textual Evidence |evidence from text, |adequate evidence from |evidence from text, |evidence from text, |
| |multimedia, etc. to support|text, multimedia, etc. |multimedia, etc. to |multimedia, etc. to |
| |review. |to support review. |support review. |support review. |
| | | | | |
| | | | | |
| |Content is well organized |Uses headings or |Content is logically |There was no clear or |
|Organization |using headings or bulleted |bulleted lists to |organized for the most |logical organizational |
| |lists to group related |organize, but the |part. |structure, just lots of |
| |material. |overall organization of | |facts. |
| | |topics appears flawed. | | |
| | | | | |
| | | | | |
| |Makes excellent use of |Makes good use of font, |Makes use of font, color,|Use of font, color, |
|Technology |font, color, graphics, |color, graphics, effect,|graphics, effects, etc. -|graphics, effects etc. |
| |effect, etc., to enhance |etc., to enhance the |occasionally these |but these often distract|
| |the presentation. |presentation. |detract from the |from the presentation |
| | | |presentation content. |content. |
| | | | | |
| | | | | |
|Mechanics |One or two misspellings or |Three or less |Four misspellings or |More than four |
| |grammatical errors. |misspellings or |grammatical errors. |misspellings or |
| | |grammatical errors. | |grammatical errors. |
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: Analyzing different mediums/Author’s Claims– How can we influence others?
|Title | |
| |Performance Task (approx. time 150 min.) |
|Description | |
| |Students will read the article, “Electric Vehicles”, watch 2 videos, “The Car of the Future” and “Electric |
| |Cars Face Issues in the US by Voice of America” and review the Research Packet (statistics of hybrid |
| |vehicles) including: Chart 1: Hybrid Vehicles Sales 2001-2011, Chart 2: Comparison of Hybrid Cars, and Chart |
| |3: Monthly Hybrid Sales Statistics. Students will take notes on these sources. They will respond to three |
| |constructed-response questions addressing the research skills of analyzing and evaluating information. And |
| |will work individually to compose and deliver an oral presentation on electric cars, referring to their notes|
| |and sources as needed. |
| | |
| | |
| |Constructed Response Questions: |
| | |
| |Explain what ideas about electric vehicles are common in the article and videos. Use details from the videos |
| |and the article to support your answer. |
| |Analyze how the information in the charts supports and enhances the ideas in the article and videos. Use |
| |specific details from sources to support your answer. |
| |Analyze how the tone of “The Car of the Future” differs from the tone of “Electric Cars Face Issues in the |
| |US.” Use details from both videos to support your answer. |
| |Performance Task: |
| | |
| |Plan and deliver a presentation on the future of electric cars in the United States. Support your analysis |
| |with details from what you have read and viewed. |
| | |
| | |
| |How your speech will be scored: |
| | |
| |Focus – how well your speech clearly introduces and communicates your ideas |
| |Organization – how well your ideas flow from the opening to the conclusion and how well you stay on topic |
| |throughout |
| |Elaboration of Evidence – how well you use sources, facts, and details as evidence |
| |Language and Vocabulary – how well you effectively express ideas using precise language that is appropriate |
| |for your audience and purpose |
| |Presentation – how well your speech is presented, including eye contact, pronunciation, awareness of audience|
| |and the use of visual/graphics/audio enhancements appropriate to your message |
| |Now begin work on your presentation. Manage your time carefully so that you can: |
| |Plan your presentation |
| |Prepare your presentation |
|Time (In Days) |4 days |
|Differentiation |Students could use text to speech for the presentation if communication is an issue. You could have students |
| |do the reading and analyzing the research packet in collaborative pairs. You could use graphic organizers or|
| |note-taking organizers. |
| | |
|Revise/Review |Students will be encouraged to revise their responses and practice their oral presentations. |
| | |
|Resources & Materials |Article: |
| |“Electric Vehicles” |
| |Video 1: “The Car of the Future” |
| |Video 2: “Electric Cars Face Issues in the US by Voice of America” |
| | |
| |Research Packet (statistics of hybrid vehicles) including: |
| |Chart 1: Hybrid Vehicles Sales 2001-2011 |
| | |
| |Chart 2: Comparison of Hybrid Cars |
| | |
| |Chart 3: Monthly Hybrid Sales Statistics |
| |. |
| | |
| | |
| | |
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: Analyzing different mediums/Author’s Claims– How can we influence others?
|Title |SEABISCUIT: AN AMERICAN LEGEND |
| |Diagnostic and Selection Tests |
| |Grade 9 |
|Description |Selection Test B/C |
| |Comprehension |
| |Read each of the following questions. Then choose the letter of the best answer. |
|Time (In Days) |15 minutes |
|Differentiation |Students may complete a shortened form of the quiz or complete selection test A on My HRW. |
|Revise/Review |The quiz will be reviewed by the Essential Curriculum Committee and updated if necessary. |
|Resources & Materials | |
|Quiz |1. What problem did Seabiscuit face in the race? |
| | |
| |A. The track was not dry. |
| |B. The track was new to him. |
| |C. His jockey was new to him. |
| |D. His blinders bothered him. |
| | |
| |2. What did Rosemont’s jockey do during the race to try to overtake Seabiscuit? |
| | |
| |A. held Rosemont back to wait for Seabiscuit to slow down |
| |B. moved Rosemont through openings in the field of horses |
| |C. moved Rosemont to the outside to gallop at full speed |
| |D. pushed Rosemont so hard that the horse broke its leg |
| | |
| |3. The author creates suspense by |
| | |
| |A. revealing that Seabiscuit’s jockey was blind in one eye |
| |B. noting differences in the workout methods used by the trainers |
| |C. describing what occurred during the delay before the winner was announced |
| |D. explaining why people blamed Red Pollard for losing the race |
| | |
| |4. Why did Seabiscuit lose the race? |
| | |
| |A. Charles Howard bet against him. |
| |B. Pollard was blind in his right eye. |
| |C. Rosemont frightened Seabiscuit. |
| |D. Special Agent passed Seabiscuit. |
| | |
| | |
| |5. In this excerpt, Hillenbrand attempts to readers by |
| | |
| |A. explaining what the finish photo showed about the race |
| |B. telling the positions of various horses during the race |
| |C. offering a second reason why Pollard allowed Rosemont to get close |
| |D. expressing her feelings about horseracing in general |
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: Analyzing different mediums/Author’s Claims– How can we influence others?
|Title |HORSE OF THE CENTURY |
| |Diagnostic and Selection Tests |
| |Grade 9 |
|Description |Selection Test B/C |
| |Comprehension |
| |Read each of the following questions. Then choose the letter of the best answer. |
|Time (In Days) |1 - 30 minute period |
|Differentiation |Students may complete a shortened form of the quiz or complete Selection Test A on My HRW. |
|Revise/Review |The quiz will be reviewed by the Essential Curriculum Committee and updated if necessary. |
|Resources & Materials | |
|Quiz |1. According to the magazine article, what did Charles Howard do after Seabiscuit’s loss at the 1937 Santa |
| |Anita Handicap? |
| | |
| |A. purchased Rosemont |
| |B. retired Seabiscuit to his ranch |
| |C. turned Seabiscuit into a celebrity |
| |D. fired Seabiscuit’s trainer, Tom Smith |
| | |
| |2. Synthesize information from the magazine article and the timeline. In the year following his loss at the |
| |Santa Anita Handicap, Seabiscuit |
| | |
| |A. became more popular and won several races |
| |B. ran in many races and beat War Admiral |
| |C. appeared in Life and was “horse of the year” |
| |D. was replaced by a look-alike and retired |
| |3. Information from the timeline shows that Seabiscuit’s biggest rival during the years following his loss at|
| |the Santa Anita Handicap was |
| | |
| |A. Special Agent |
| |B. Rosemont |
| |C. War Admiral |
| |D. Narragansett Special |
| |4. According to the timeline, what happened at the 1940 Santa Anita Handicap? |
| | |
| |A. Rosemont captured the Triple Crown. |
| |B. Seabiscuit slipped on the muddy track. |
| |C. Rosemont beat Seabiscuit by a nose. |
| |D. Seabiscuit came from behind to win. |
| | |
| |5. The magazine article claims that Seabiscuit’s fame fueled the success of the Santa Anita Handicap. What |
| |evidence from the timeline supports the claim? |
| | |
| |A. Cities set up special train routes to accommodate the crowds that came to see Seabiscuit. |
| |B. Orson Welles discussed the Santa Anita Handicap in a 1938 radio news program. |
| |C. Seabiscuit clocked the fastest time in American horseracing history at Santa Anita. |
| |D. The 1940 Santa Anita Handicap drew the largest attendance in American horseracing history. |
| | |
| |6. Why did the radio announcers not mention Seabiscuit during the first part of the broadcast of the 1937 |
| |Santa Anita Handicap? |
| | |
| |A. They did not believe that he could win the race. |
| |B. They knew that he did not run well on mud. |
| |C. He was not among the horses that took early leads. |
| |D. They felt that his fast starting pace would not last. |
| | |
| |7. Radio announcer Buddy Twist said that the 1937 Santa Anita Handicap had “one of the most thrilling |
| |finishes” he had ever seen because |
| | |
| |A. several horses were near the lead at the end of the race, making it impossible to call the winner |
| |B. two horses had pulled far ahead of the rest of the field and were tied for the lead at the end of the race|
| |C. Seabiscuit ran the fastest mile-and-a quarter time ever run and came from behind at the end of the race |
| |D. groups of excited, screaming fans gathered in the winner’s circle to cheer their favorite horses |
| | |
| |8. According to Twist, how did the crowd react to the finish at the 1937 Santa Anita Handicap? |
| | |
| |A. They waited quietly for the results. |
| |B. They shouted for their favorite horses. |
| |C. They stormed the winner’s circle. |
| |D. They got angry and left the racetrack. |
| | |
| |9. Recall information from the radio transcript. The purpose of the photograph taken at the 1937 Santa Anita |
| |Handicap was to show |
| | |
| |A. how excited the crowd was |
| |B. which horse was injured during the race |
| |C. how close the end of the race was |
| |D. which horse won the race |
| | |
| |10. Many people who were not at the 1937 Santa Anita Handicap probably found out which horse won when they |
| | |
| |A. read the article written by Laura Hillenbrand |
| |B. heard Orson Welles’s radio news broadcast |
| |C. saw the finish photograph at the racetrack |
| |D. heard Clem McCarthy call the winner |
| |Written Response |
| |Short Response Answer the following questions based on your knowledge of the selections. Write a sentence or |
| |two on a separate sheet of paper. (10 points each) |
| | |
| |11. Why do you think the radio broadcast included the commentary of two announcers? Use a detail from the |
| |transcript to explain your answer. |
| | |
| |12. Identify three terms that radio announcer Clem McCarthy used to describe the finish of the 1937 Santa |
| |Anita Handicap. What did these terms tell listeners? |
| | |
| | |
| |Extended Response Answer one of the following questions based on your knowledge of the selections. Write one |
| |or two paragraphs on a separate a sheet of paper. (20 points) |
| | |
| |13. Describe how it would have felt to be a horseracing fan in 1937. Synthesize information from the magazine|
| |article, timeline, and radio transcript to support your response. |
| | |
| | |
| |14. Challenge: Describe how it would have felt to be Charles Howard, Seabiscuit’s owner, from 1937 through |
| |1940. Synthesize information from the magazine article, timeline, and radio transcript to support your |
| |response. |
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: Analyzing different mediums/Author’s Claims– How can we influence others?
|Title | |
| |Sowing Change: Reading Check |
|Description |Selection Test B/C |
| |Comprehension |
| |Read each of the following questions. Answer the questions in complete sentences and cite reasons/support for|
| |your response. |
|Time (In Days) | |
| |15 minutes |
|Differentiation |Students may complete a shortened form of the quiz or complete Selection Test A on My HRW. |
|Revise/Review |The quiz will be reviewed by the Essential Curriculum Committee and updated if necessary. |
|Resources & Materials | |
|Quiz |1. Where is the African Heritage Garden located? |
| | |
| | |
| |2. How does the park reflect African heritage? |
| | |
| | |
| |3. How did the Chicago Botanic Garden help create the heritage garden? |
| | |
| | |
| |4. Who planted the heritage garden? |
| | |
| | |
| |5. How do the neighborhood residents feel about the park? |
| | |
| | |
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: Analyzing different mediums/Author’s Claims– How can we influence others?
|Title | |
| |American History and Special Report |
|Description |Selection Test B/C |
| |Comprehension |
| |Read each of the following questions. Answer the questions in complete sentences and cite reasons/support for|
| |your response. |
|Time (In Days) |30 minutes |
|Differentiation |Students may complete a shortened form of the quiz or complete Selection Test A on My HRW. |
|Revise/Review |The quiz will be reviewed by the Essential Curriculum Committee and updated if necessary. |
|Resources & Materials | |
| | |
|Quiz |Short Constructed Responses for “American History” |
| |And “Special Report” |
| | |
| |1. Which statement best describes how Eugene and Elena are similar to and different from each other? |
| |A. Both are good students, but Eugene gets better grades. |
| |B. Both attend the same school, but Eugene fits in better there. |
| |C. Both are Puerto Rican, but Eugene has a different accent. |
| |D. Both live in the same neighborhood, but Eugene lives in a private house. |
| | |
| |2. Elena’s secret is that she |
| |A. hates El Building and how noisy and crowded it must seem |
| |B. watches Eugene read in his kitchen from her bedroom |
| |C. does not care about the death of President Kennedy |
| |D. plans to graduate from college and become a teacher |
| | |
| |3. The students react to the news that President Kennedy is dead by |
| |A. crying along with Mr. DePalma |
| |B. getting excited about going home early |
| |C. feeling sorry for his widow and children |
| |D. discussing the assassination among themselves |
| | |
| |4. Elena’s mother warns her that |
| |A. she is heading for humiliation and pain by chasing after Eugene |
| |B. it is a mistake to think that she will ever get out of El Building |
| |C. Eugene’s mother will be unkind when she finds out that Elena is Puerto Rican |
| |D. she must go to church and show proper respect for the president |
| | |
| |5. Think about the author’s background. What might have influenced Cofer to have Elena’s mother tell Elena |
| |“You are forgetting who you are, Niña”? |
| |A. the fact that Cofer was very young when she moved to Paterson, New Jersey |
| |B. the American ways that Cofer learned from her father whenever he was at home |
| |C. the challenges Cofer faced while she lived in El Building as a child |
| |D. the hope of Cofer’s mother that her daughter would carry on Puerto Rican |
| |customs |
| | |
| |Short Response Answer the following questions based on your knowledge of the story. |
| |Write one to two sentences on a separate sheet of paper. |
| |11. What are two ways in which El Building is different on the day of the president’s death than on any other|
| |day? |
| |12. What is one thing that Elena could tell about the old couple by watching them at mealtimes? |
| |Extended Response Answer one of the following questions based on your knowledge of the story. Write one or |
| |two paragraphs on a separate sheet of paper. |
| | |
| |13. Why do you think Cofer decided to name her story “American History”? Use details from the story to |
| |support your reasons. |
| | |
| |14. Challenge The story presents both cultural differences and generational conflicts. Discuss story details |
| |that show these differences, and explain how they are related to the author’s background. |
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: Analyzing different mediums/Author’s Claims– How can we influence others?
|Title |Lord of the Rings: Leaving the Shire |
|Description |Selection Test B/C |
| |Comprehension |
| |Read each of the following questions. Answer the questions in complete sentences and cite reasons/support for |
| |your response. |
|Time (In Days) |30 minutes |
|Differentiation |Students may complete a shortened form of the quiz or complete Selection Test A on My HRW. |
|Revise/Review |The quiz will be reviewed by the Essential Curriculum Committee and updated if necessary. |
|Resources & Materials | |
|Quiz |Directions: Examine this shot from the action movie Pirates of the Caribbean, and then answer following |
| |questions. |
| | |
| |[pic] |
| | |
| |1. This image is an example of a long shot. What can you tell about the setting in which this scene takes |
| |place? Cite specific details to support your answer. |
| |2. What type of camera angle is used? Notice both who and what are being shown in the shot and explain why the|
| |filmmaker may have chosen this angle. |
| |3. Describe the lighting in this shot. What mood does the lighting create? |
| |4. How would this image be different if it were a medium eye-level shot? |
Launch Activity
(Develops student interest by providing hook to motivate and link to prior knowledge.)
Unit Topic: Analyzing different mediums/Author’s Claims– How can we influence others?
|Launch Activity Essential Question or | |
|Name of Activity |How can we influence others? |
|Description | |
| |Students will view a commercial, a video trailer, and a public service announcement. With a partner, decide |
| |which medium had the strongest influence and why. What was the appeal? |
| |Then group will preview student learning map and content area vocabulary using anticipation guide. This will |
| |enable teacher to assess the background knowledge the students currently possess. |
|Time (Days) |2-3 days |
|Mini-Lesson | |
|(Quick lesson prior to activity.) |Read short paragraphs showing the various methods to persuade readers/viewers (Emotional Appeals, Appeal to |
| |Values, Appeals by Association, Word Choice). Then provide examples of each of the methods and have students |
| |match them to the description. |
|Steps or Task Analysis |With a partner, students will first view a PSA by the Food Safety and Inspection Service to decide the method|
|(Details of activity.) |used to persuade the audience. |
| |Students will share out their thoughts. |
| |Next students will view a commercial about fire safety –Smokey the Bear and Forest Fire prevention. |
| | Then decide with a partner as to what method the commercial utilized to persuade |
| |its audience. |
| |Groups will share out and defend their choices. |
| |Finally, students will observe a video trailer and decide what methods are being used to persuade the |
| |audience to view the film: Pirates of the Caribbean V. |
| | |
| |Groups will again share out responses and defend choices. |
| |Then group will preview student learning map and content area vocabulary using anticipation guide. |
|Summarize/Share |With a partner, decide which medium had the strongest influence and why. What was the appeal? |
|Differentiation | |
|Revise/Review | |
|Resources & Materials | |
| | |
Acquisition Lesson Plan Concept: Lesson 1 Supporting Claims
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators
|Pre-requisite(s): |
| |
|Common Core Standard(s): |
|CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it |
|emerges and is shaped and refined by specific details; provide an objective summary of the text. |
|CC.9-10.R.L.4 & CC.9-10.R.I.4 |
|Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze |
|the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or |
|informal tone). |
|CC9-10RL5 Craft and Structure: Analyze 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). |
|Essential Question: |
| |
|How do authors support their claims? |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Describe and Identify the claim in the text |
|Assessment Prompt #2: Analyze specific words chosen to support a claim |
|Assessment Prompt #3: Determine details authors use to support claims |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Tell students that they have heard the word argument used all their lives. It suggests|Tier III Words: |
|heated discussions characterized by strong feelings and loud voices. In formal |Seminal |
|speaking and writing, however, and argument is not emotional. An argument expresses a |Claims |
|point of view or position on an issue and supports the position and evidence. Sound |Counterclaims |
|arguments appeal strictly to reason, not emotions. They include these elements: |Call to Action |
|The claim –the writer’s or speaker’s position on the issue |Statistics |
|The support- valid reasons and relevant and sufficient evidence. |Parallelism |
|Students will complete “What it is – What it isn’t” graphic organizer for these two |Tier II Words: |
|terms and share out ideas for each category. |Partial |
| |Apply |
| |Construct |
| |Deterred |
| |Determined |
|Teaching Strategies: collaborative pairs, chunk instruction, |
| |
|Graphic Organizer: What it is What it isn’t organizer for claim and support |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Students will use ten vocabulary words from the story “The Motorcycle Helmet Bill” and then brainstorm five sentences that may be contained in the |
|story. Then students will develop at least five questions they want to know about the topic based on the sentences they developed. |
|Students will listen to the story “The Motorcycle Helmet Bill” and then revise the sentences developed based on the actual content of the story. |
|Students will then will draw a box around the claim found in the story and describe why they believe this is the author’s position. |
|AP #1: Student’s will define the word “claim” in their own words and then provide an example of an opposing claim for the story “The Motorcycle Helmet|
|Bill”. |
|Instruction: |
|Students will partner with a peer and choose one persuasive technique from the list found on page 656 in the Holt McDougal Literature text. Team will |
|read definition and example and become experts on the technique. Teams will create a three sentence commercial demonstrating their technique. Each team|
|will explain their technique to the class and act out their commercial. |
|AP #2: Students will read the short excerpt “The Gift of Life” from textbook and list two persuasive techniques the author uses to sell his claim. |
|Choose two words that assisted the author in achieving this intended effect. |
|Instruction: |
|In groups of three or four, students will listen to an excerpt from the text “The New Frontier”. Then the group will reread the text posted in large |
|font on a piece of chart paper. Students will complete the rereading silently and pose questions to each other on the chart paper discussing persuasive|
|techniques and details used to support claim. A period of 8-10 minutes will be utilized to complete questioning process. Groups will share out some of |
|their conversation. |
|AP #3: Students will list three details that supported the author’s claim in the excerpt “The New Frontier” and place each one on a sticky note with |
|their initials. Teacher will read responses and ask group to decide if the detail really does support the claim and chart. |
|------------------------------------------------------------------------------------------------------------------------- |
|Assignment: Students will construct support to answer the following question: Which excerpts used the most persuasive techniques and explain your |
|choices. Cite evidence from the text to bolster your opinion. |
|Summarizing Strategy: |
|Students will answer the essential question: “How do authors support their claims?” in a letter to an absent student. |
| |
|Resources/Citations: |
| |
| |
| |
| |
|Attachments: |
| |
| |
| |
| |
| |
Acquisition Lesson Plan Concept: Lesson 2 Elements of an Argument
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators
|Pre-requisite(s): |
| |
|Common Core Standard(s): |
|CC.9-10.R.I.2 Key Ideas and Details: Determine a central idea of a text and analyze its development over the course of the text, including how it |
|emerges and is shaped and refined by specific details; provide an objective summary of the text. |
|CC.9-10.R.L.4 & CC.9-10.R.I.4 |
|Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze |
|the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or |
|informal tone). |
|CC9-10RL5 Craft and Structure: Analyze 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). |
|Essential Question: What techniques make some ideas harder or easier to sell then others? |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt (AP) #1: Recognize the basic elements of an argument. |
|Assessment Prompt #2: Analyze examples for persuasive techniques and their effectiveness. |
|Assessment Prompt #3: Determine if evidence is reliable and relevant and why. |
|Activating Strategy: |Key Vocabulary Words to Preview: |
| |A Story Full of the Stuff of Sorrow |
|Think Pair Share |Tier II: Defiantly, Appropriate, Priority, Acquiring, |
|Play the SPCA/ Sarah McLachlan commercial and ask students to express to their |Consumerism |
|neighbor how it makes them feel. |Sowing Change |
| |Tier II: Vigor, Terrain, Withered, Incorporate, Expertise |
| |Tier III: claims, counterclaims, statistics, call to action, |
|Whole discussion: |analyze, persuasive, summarize, perspective, anecdote, relevant,|
|Why is this commercial effective in being persuasive? |reliable |
| | |
|Teaching Strategies: Think, Pair, Share Whole group- teacher directed, small group |
| |
|Graphic Organizer: |
|Students will take notes on Cornell Notes Sheets. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: Students will take notes on Cornell Notes Sheets throughout the lesson. |
| |
|Teacher led instruction: |
|The Power of Persuasion |
|What do a movie trailer, a newspaper editorial, and a political speech have in common? |
|-They all use power of persuasion to convince you to do or believe something. |
| |
|What is an argument? |
|-It a claim and support for the claim. |
|Examples of a claim: |
|I’m the candidate who is most prepared to tackle the difficult issues that our community faces. |
|CleanUp Laundry Soap is the best detergent on the market. |
| |
|Think-Pair-Share: |
|In pairs, think of two claims that are persuasive, write them down, and we will share them with the class when everyone is finished. |
| |
|Teacher led instruction: |
|When you are analyzing a claim, look closely at what is being stated. Ask yourself what the writer’s purpose is for making the claim. |
| |
|Example: (1) My community center is in dire need of improvement. (2) Residents have been complaining about it for months. (3) To begin with, much of |
|the equipment should be replaced. (4) The children’s sports gear is falling apart and the exercise equipment is outdated. (5) Also, the swimming pool |
|needs to be repainted. |
| |
|Which sentence is the claim? And what is the writer’s purpose? (student volunteers answers) |
|Sentence 1 directly states the claim. The rest of the sentences are supporting the claim. |
|The writer is trying to get the needed improvements for the community center. |
| |
|Supporting a Claim |
|A writer must support a claim with reasons why the reader or audience should follow the writer/speaker’s advice. |
|Evidence is the information used to support the reasons. |
|There are 5 common types of evidence: |
|Fact |
|Quotation |
|Example |
|Statistic |
|Anecdote (or story about an event) |
| |
|AP #1: Students will analyze a printed ad (supplied by the teacher) for the basic elements (claim, reasons, and evidence) of an argument and explain |
|each, in a letter to an absent student. |
| |
|Instruction: |
|Analyzing Evidence |
|Consider which type of evidence best supports your claim. |
|There are 5 common types of evidence: |
|Fact |
|Quotation |
|Example |
|Statistic |
|Anecdote (or story about an event) |
| |
|Ask students why one may be more convincing than another? Have a few students answer for the class, to get other students to think in an analytical way|
|for the next portion of the lesson. |
| |
|Think-Pair-Share: |
|In pairs, discuss the following example and decide which evidence best supports the claim. |
|Example: |
|Claim: A policy that bans cell phones from school grounds will cause more problems than it will solve. |
|Reason: Such a policy would upset parents who depend on cell phones to stay in touch with their children. |
| |
|Choose the best evidence: |
|Cell phones tend to distract students during class. |
|Sixty percent of parents surveyed said they would be upset if their kids could not carry cell phones. |
| |
|After students have discussed their answers with each other the class takes a vote on which is better. |
| |
|Whole group, teacher led instruction: |
|Let’s take a look at the word Counterargument. Ask students to think about the word and try to break it down into parts. Counter (means against). So, |
|it would be against the argument. Another term we could use is Counter Claim. |
|To strengthen their argument, some writers use counter arguments or acknowledge an opposing viewpoint to reduce doubt and explain away the arguments |
|against them. |
| |
|For Example: |
|Claim – Cell Phones led to distractions and should be banned from school. |
|Counterclaim – Allowing students access to cell phones doesn’t have to lead to distractions, as long as certain rules are established, such as, no |
|texting in class and keeping phones in silent mode or turned off. |
| |
|Persuasive Techniques |
|There also ways to enhance your arguments by using persuasive techniques or methods to influence your reader. |
|2 common methods are: |
|Emotional Appeal: using feelings, rather than facts to persuade (sympathy, fear, vanity) |
|Logical Appeal: using sound reasoning and facts to convince readers. |
| |
| |
|AP #2: Students will analyze examples of text and media arguments for persuasive techniques and their effectiveness. |
|Explain the Persuasive Techniques Activity. Choose which category the statement belongs in “Emotional” or “Logical”. |
|You can use personal white boards, ½ sheets of paper, or a worksheet. Students will answer E or L for each scenario. |
| |
|Scenario #1 |
|16 yr olds are too young to drive! I see them texting all the time. If only they knew about Tammy. She lost her life in a terrible collision with a |
|telephone pole because she was texting, while driving. Teenagers think they are invincible. They aren’t. |
| |
|Scenario #2 |
|You should always wear your seatbelt, when you are riding in a car. Thousands of people are saved by using these devices. And it’s the law. |
| |
|Scenario #3 |
|Thousands of hungry, homeless children lie freezing on the streets all over our country. We can’t just walk by anymore. We must join together and let |
|our elected officials know, we are not going to let this continue. |
| |
|Scenario #4 |
|Experts say the number one cause of tooth decay for 16-25 year olds is not flossing your teeth daily. This creates a breeding ground for bacteria and |
|will create problems for your teeth. My dentist recommends the dental floss that is waxed, so it is easier to use. We all should floss our teeth |
|daily. |
| |
|Go over the activity answers as a class. Have the students explain their choices. |
| |
|Instruction: |
|Commonplace Assertions |
|It’s good to avoid commonplace assertions. These are things that a lot of people believe to be true, but aren’t or may be caused by other things. |
|Example: Don’t go outside in the cold with wet hair because you will get sick. |
| |
|Types of Evidence |
|Facts, statistics, examples, and expert opinions are all forms of evidence that writer’s use to support their claims. |
| |
|Facts are true statements. |
| |
|Statistics are numbers gathered from research. To determine the reliability of the statistics, ask yourself, “Who did the study? Why did they do the |
|study? How large was the sample and do they represent the larger group?” |
| |
|Using examples as evidence: |
|Anecdotes are stories or event details that support the author’s claim. |
| |
|Using expert opinions as evidence: |
|A statement from someone of authority on a topic is considered an expert. To spot an expert look at job titles, degrees, and employers. |
| |
|Evaluating Evidence |
|Evidence is important to convince the audience that a claim is true or acceptable. Your evidence must be: |
|reliable (trustworthy) and relevant (connected to the claim). |
| |
|AP #3: Students will analyze examples of evidence for reliability and relevance in an argument, in pairs. |
| |
| |
|In pairs, determine if the following examples of evidence are reliable and relevant and write why you think that. Have students report out their |
|answers after they complete the activity. |
| |
|Evidence #1 - A police officer says you were speeding. He states a traffic law, and shows you a reading from a radar gun, as a reason to write you a |
|ticket. Reliable and relevant? |
| |
|Evidence #2 – A girl told me that her sister said Todd was cheating on me. She saw him kissing a girl at the movies last night. Reliable and relevant? |
| |
|Evidence #3 – The Clean Sweep Toothbrush is the best toothbrush in the US. The commercial has a guy in a white jacket. I think he is a dentist. |
|Reliable and relevant? |
| |
|Evidence #4 – I got a recommendation for a good place to vacation from a travel agent. |
|He said he has traveled all over the world, but his favorite place to go is England. Reliable and relevant? |
| |
|Evidence #5 - The taxi driver told us about a good restaurant to go to. He never ate there but he heard it once from a customer in his cab. Reliable |
|and relevant? |
| |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: Students will read the Sowing Change ( pg 455) and A Story Full of The Stuff of |
|Sorrow ( pg 727) for persuasive techniques, determine which one was the most successful in |
|persuading the audience and the reasons why they chose it, in a 5 paragraph essay. |
| |
|Summarizing Strategy: 3,2,1 |
| |
|3 |
|Things I Learned Today … |
| |
|2 |
|Things I Found Interesting … |
| |
|1 |
|Question I Still Have … |
| |
|Resources/Citations: |
| |
| |
| |
|Attachments: |
Acquisition Lesson Plan Concept: Lesson 3 Patterns of Organization
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators
|Pre-requisite(s): |
| |
|Common Core Standard(s): |
|CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are |
|introduced and developed, and the connections that are drawn between them. |
|CC.9-10.R.L.4 & CC.9-10.R.I.4 |
|Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze |
|the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or |
|informal tone). |
|CC9-10RL5 Craft and Structure: Analyze 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). |
|CC9-10W1Write 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. CC9-10W1a |
|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. CC9-10W1b |
|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. CC9-10W1c |
|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. |
|CC9-10W1d |
|e. Provide a concluding statement or section that follows from and supports the argument presented. CC9-10W1e |
|CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use |
|writing rubrics to assess outcome) |
|CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of |
|technology's capacity to link to other information and to display information flexibly and dynamically. |
|Essential Question: |
|What patterns of organization do authors use to write claims? |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Describe various methods to organize text |
|Assessment Prompt #2: Describe the relationship between text organization & development of ideas and claims |
|Assessment Prompt #3: Develop claim(s) and counterclaims |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Students will be working with a partner to complete a word sort. The three topics will|Tier III Vocabulary: |
|be compare/contrast, cause/effect and problem/solution. Students will have an envelope|Sequence |
|with words used within the organizational patterns represented. The teams will choose |chronological order |
|the five best terms to use in each pattern. When they are finished, they ask to have |comparison/contrast |
|their sorts checked. The team with the most correct will earn one free homework pass. |cause/effect |
| |problem/solution |
| |Tier II Vocabulary: |
| |Culling |
| |Fluctuation |
| |Satiation |
| |Recast |
| |Obstruct |
| |Dilapidated |
| |Adorn |
| |Stymied |
|Teaching Strategies: collaborative pairs/small group, |
| |
|Graphic Organizer: Frayer used to describe three organizational writing patterns |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Students will interact with a PowerPoint presentation describing three types of organizational patterns and author may use to present text. Next, |
|students will read three texts that represent the following organizational types: chronological, cause/effect, and problem/solution. Students will be |
|divided into three groups. On group will read the cause/effect article “After Lean Acorn Crop in Northeast, Even People May Feel the Effects” from The |
|New York Times . The next |
|group will read the comparison/contrast article, “Two New Baseball Palaces, One Stoic, One Scrappy” |
| and the third will read a problem/solution article, “ An Electronic Eye on Hospital |
|Hand-Washing” Students will not be told which type of |
|article they have. Each group must decide whether or not the text they are reading is written in one of the three formats above and then cite evidence |
|from the articles that supports their claim. Groups will present conclusion to class in the form of a one slide PowerPoint. |
|Format for slide: |
|Cause/Effect: |
|Comparison/Contrast: |
|Problem/Solution: |
|AP #1: Students will be given three short passages and decide which format is used and give one sentence explaining why. |
| |
|Instruction: Students will examine words and phrases commonly used in each type of organizational pattern. |
|Signal Words and Phrases for Cause/Effect: |
|for this reason |
|thus |
|since |
|in order to |
|as a result |
|therefore |
|consequently |
|because |
|due to |
|for this reason |
|on account of |
|Signal Words and Phrases for Compare/Contrast: |
|in comparison |
|by contrast |
|similarly |
|but |
|on the other hand |
|on the contrary |
|yet |
|however |
|despite |
|similarly |
|as opposed to |
|Signal Words and Phrases for Problem/Solution: |
|problem |
|solution |
|because |
|cause |
|since |
|as a result |
|in order to |
|so that |
|Students will create a claim based on one of the following topics: Christopher Columbus/Early Astronauts, Students/Newspapers, & High School/Dropouts. |
|Then research the topics to collect evidence to support claim. Students will trade claim with a peer and provide feedback to peer via rubric. |
|AP #2: Students will complete a cloze paragraph explaining how to develop and support a claim. |
|Instruction: Students will view PowerPoint on creating claims and counter claims. Then students will move back to their original groups and reread |
|articles to find claims and counterclaims for each. Groups will present their findings via chart paper and markers. |
|AP #3: Students will listen to three claims and write down one counter claim for each. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: |
|Students will use claims and support developed earlier in lesson to create a counterclaim. |
|Summarizing Strategy: |
|What patterns of organization do authors use to write claims? Students will complete an error analysis. Three claims, counterclaims and organizational |
|patterns will be grouped together. Students will write whether or not the group is matched correctly and then fix the incorrect matches. Students will |
|explain why the matches were incorrect. |
|Resources/Citations: |
| |
|Attachments: |
Acquisition Lesson Plan Concept: Lesson 4 Patterns of Organization & Text Types
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators
|Pre-requisite(s): |
| |
|Common Core Standard(s) |
|CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are |
|introduced and developed, and the connections that are drawn between them. |
|Essential Question: How do readers distinguish text types from the patterns of organization found in the text? |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Describe features of a chronological text |
|Assessment Prompt #2: Describe features of a classification text |
|Assessment Prompt #3: Describe features of a cause and effect text |
|Assessment Prompt #3: Describe features of a compare/contrast text |
|Activating Strategy: |Key Vocabulary Words to Preview: |
| |Tier III |
|The teacher will tell the story of Red Riding hood and the Big Bad Wolf (in |chronological order |
|chronological order). The students will create a story map of the events of the |classification |
|story. |process |
| |description |
| |comparison |
| |problem/solution |
| |simple |
| |cause/effect |
| |sequence |
| |conflict/resolution |
|Teaching Strategies: Pairs, oral reading, video clips, graphic organizers |
| |
|Graphic Organizer: Organizational chart |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: The teacher will have the students partner read the first paragraph on p.564. The teacher will guide the students to identify the pattern|
|of organization within the section focusing on the words to identify the actual time, “by that time’, and “a half an hour later.” The teacher will |
|distribute the chart and have the student pairs complete the column for chronological order. |
|AP #1: Complete the chart identifying the characteristics of a chronological text. |
| |
|Instruction: |
|The teacher will read p. 554 Part 2: Organization and Format with the students. The students will be allowed to modify their charts. Then, the |
|teacher will have the students read the selection on p555. The teacher will call on students to develop a list of features of a classification text. |
|AP #2: Complete the chart identifying the characteristics of a classification text. |
| |
|Instruction: The teacher will direct the student to read the first paragraph on page 118. The teacher will ask the students to identify the problem |
|the author is has. Then, the teacher will call on students to tell the effects of the problem. Then, they are to search for the “signal” words. The |
|students will complete the appropriate column of the graphic organizer. |
|AP #3: Complete the chart identifying the characteristics of a cause and effect text. |
| |
|The teacher will show the youtube video (cause and effect, compare and contrast, chronological order) to |
|review the different text structures. Changes/modifications may be made to the graphic organizers. |
| |
|Instruction: The teacher will direct the students to read p. 560 the sentences beginning in line 12 to the end of the sentence ending in line 19. What|
|is being compared in the selection? What are the “signal” words? The students will then complete that column of the graphic organizer. |
|AP#4: Complete the chart identifying the characteristics of a compare and contrast text. |
| |
|The teacher will show the youtube video (description, problem/solution, sequence, compare/contrast, |
|cause/effect) to review the different text structures. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: |
|The students will work in pairs to read and analyze the different selections to determine their organizational style to determine the text type. They |
|will work together to complete the second chart explaining the features that led to that decision. |
|Summarizing Strategy: |
|Exit slip: Which text structure would you expect to see in each of the following types of writing? |
|A science journal identifying the types of diseases |
|A set of assembly instructions |
|A narrative about a new home |
|The effects of global warming |
|A day in the life of a model |
|Resources/Citations: |
|Holt McDougal Literature, Grade 9; p. 554 Germ Warfare |
| (cause and effect, compare and contrast, chronological order) |
| (description, problem/solution, sequence, compare/contrast, cause/effect) |
| |
|Reteaching Worksheets: 12 Comparing and Contrasting , 13: Categorizing and Classifying, and |
|Lesson 2: Sequence and Chronological Order |
|Attachments: Chart for text features comparison and summary |
|Chart to identify each of the selections |
| |
|CAUSE & EFFECT | | | |
| | | | |
| | | | |
| | | | |
|COMPARE/CONTRAST | | | |
| | | | |
| | | | |
| | | | |
|CLASSIFICATION | | | |
|CHRONOLOGICAL | | | |
| |What it does |Why writers use it |How to recognize it |
| | | | |
| | | | |
|FEATURES | | | |
| | | | |
Acquisition Lesson Plan Concept: Lesson 5 Convey Meaning through Various Mediums
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators
|Pre-requisite(s): |
| |
|Common Core Standard(s): |
|CC9-10RL5 Craft and Structure: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of|
|a text (e.g., a section or chapter). |
|CC9-10RI7 Integration of Knowledge & Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print and |
|multimedia), determining which details are emphasized in each account. |
| |
|Essential Question: |
|How do authors convey meaning through various mediums (interview, short story, newspaper article, video, etc.)? |
| |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
|Assessment Prompt #1: Explain the historical and cultural contexts of a story. |
|Assessment Prompt #2: Compare/contrast three types of media: short story, magazine article and photograph. |
|Assessment Prompt #3: Identify author’s purpose. |
|Activating Strategy: |Key Vocabulary Words to Preview: |
|Have students view the following six quotes by J.F.K.: |Tier 2: Tier 3: |
|Forgive your enemies, but never forget their names. | |
|My fellow Americans, ask not what your country can do for you, ask what you can for your | |
|country. |Contrast Historical Context |
|A man may die, nations may rise and fall, but an idea lives on. |Perpetuated Cultural Context |
|A child miseducated is a child lost. |Inspired Cultural Symbol |
|Man is still the most extraordinary computer of all. |Acknowledge Fact |
|…it will not be one man going to the moon it will be an entire nation. |Generated Opinion |
|Pose the question: “Who said this?” Allow for discussion amongst students and then guide the | |
|students to the correct answer if needed. Once the answer is determined by the group, teacher| |
|will show a PowerPoint presentation on the life and achievements of President Kennedy | |
|(attached). This will ensure that all students share the common background knowledge for the | |
|upcoming lessons. Students will also note that the video provided factual information. Let | |
|them know that there are other types of mediums that provide both factual content and opinions| |
|or only opinions. | |
|Teaching Strategies: Collaborative Pairs, Think, Pair, Write, $2.00 Summary |
| |
|Graphic Organizer: Venn Diagram, Newspaper Article (Microsoft Publisher or Clip Art) |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: With a partner, students will read ten statements about JFK and decide whether or not they are based on fact or opinion. Pairs will share answers. |
|Next, students will read the short story “American History” with a partner and categorize statements about JFK as either fact (historical context) or opinion. |
|Students will share out selections. Then students will reread story looking for Elena’s interactions with other characters and how they are affected by the social |
|barriers (cultural context) she faces. What are these barriers and how are they demonstrated or enforced? Record answers in a chart like the one shown. |
|Who |
|…is separated how |
|From whom |
| |
|Ex: Elena |
|Feeling like an outsider due to ethnicity and the girls calling her names |
|The black girls |
| |
|Students will share the interactions listed in their charts with the group. |
|AP #1: Students will write a $2.00 summary for the short story “American History” including both the historical context and cultural context noted. |
| |
|Instruction: Students will read “Special Report” with a partner searching for facts about President Kennedy that they did not learn from “American History”. Each |
|student will complete a chart depicting the information collected. |
|Paragraph |
|Important detail |
|Key idea |
| |
|Paragraph 1 |
|Kennedy guided the nation through the Cuban Missile Crisis and averted war with the Soviet Union. |
|Kennedy was a strong and skillful leader during difficult times. |
| |
|Students will share facts they gathered about President Kennedy from the magazine article. Show students photograph of store closing the day Kennedy was assassinated|
|(pg. 980 in Holt McDougal 9th grade Lit. text). With a partner students will answer the following question: Is there any additional information conveyed by the |
|photograph that was not available in either the short story or the magazine article? Share answers with the group. |
|AP #2: Complete a comparison contrast chart depicting the details emphasized in short stories verses magazine articles or photographs. |
| |
|Instruction: Review author’s purpose discussed in unit four. Use the PowerPoint link below. |
|. Next, reread the magazine article “Special Report” with a partner and decide why the|
|author wrote the text. Then find three quotes that emphasize this purpose. |
|AP #3: Complete the 3, 2, 1 organizer by providing three purposes an author might have for their writing, two examples of each purpose and one sentence summarizing |
|author’s purpose. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: |
|Based on the details in “American History” and “Special Report,” how do you think the majority of Americans reacted to the news of President Kennedy’s death? |
|Support your answer from evidence from both texts. |
|Summarizing Strategy: |
|How do authors convey meaning through various mediums (interview, short story, newspaper article, video, etc.)? Students will complete the most important thing to |
|summarize lesson. |
|The important thing about using different mediums is ___________. |
|Another Detail |
|Another Detail |
|Another Detail |
|But the most important thing about ______ is ____. |
| |
|Resources/Citations: |
| |
|Differentiation: Adapted reader - |
|Attachments: |
|JFK PowerPoint.ppt |
|J.F.K. SHORT VIDEO CLIP: ASSASSINATION |
| |
|Differentiation: The audio version of each text could be played to provide support to struggling readers. |
Comparison/Contrast Chart:
Short Story – Magazine Article – Photograph
Directions: Based on the three mediums discussed, what specific details are emphasized in each medium? Are there any details that are emphasized equally in all three mediums?
| | | |
| | | |
|Short Story |Magazine Article |Photograph |
|American History |“Special Report” |“Kennedy Killed” |
| | | |
| |
|Differences |
| | | |
| | | |
| | | |
| | | |
| | | |
| | | |
| |
|Similarities |
|1. |
| |
|2. |
| |
|3. |
| |
| |
| |
ANAYLZE AUTHOR’S STYLE AND PURPOSE
Walsh uses several quotations in “Special Report.” This stylistic device helps the author accomplish his purpose for writing the article.
Directions: Determine the author’s purpose and then write it in the diagram. Then record important quotations from the article. Finally, consider how the quotations support the purpose you identified.
[pic]
Acquisition Lesson Plan Concept: Lesson 7
Acquisition Lessons need to be differentiated; use multiple methods of presentation, strategic instruction and assessment to differentiate learning.
Author Name(s): DSCYF Educators
|Pre-requisite(s): |
| |
|Common Core Standard(s): |
|CC.9-10.R.L.3 Key Ideas and Details: Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a|
|text, interact with other characters, and advance the plot or develop the theme. |
|CC.9-10.R.I.3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are |
|introduced and developed, and the connections that are drawn between them. |
|CC9-10RL7Integration of Knowledge & Ideas: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is|
|emphasized or absent in each treatment. |
|CC.9-10.R.L.4 & CC.9-10.R.I.4 |
|Craft and Structure: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze |
|the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or |
|informal tone). |
|CC.9-10.W.4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (use |
|writing rubrics to assess outcome) |
|CC.9-10.W.6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of |
|technology's capacity to link to other information and to display information flexibly and dynamically. |
|CC.9-10.S.L.1 Presentation of Knowledge and Ideas: 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. |
|CC.9-10.S.L.5 Presentation of Knowledge and Ideas: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive |
|elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. |
|Essential Question: |
| |
|How do authors build suspense in a film and how does this differ from building suspense with the written word? |
|----------------------------------------------------------------------------------------------------------------------------- |
|What do students need to learn to be able to answer the Essential Question? |
| |
|Assessment Prompt(AP) #1: Determine the meaning of words as they are used in the text |
|Assessment Prompt #2: Analyze the representation of a subject or a key scene in two different |
|Artistic mediums |
|Assessment Prompt #3: Use technology to publish storyboard for script |
|Activating Strategy: |Key Vocabulary Words to Preview: |
| |Tier 2 Tier 3 |
|Review tier III vocabulary words using the KIM graphic organizer. |Peered Point of View |
| |Elusive Mood |
|Students will be shown, “Lord of the Rings (Leaving the Shire)” video clip by the |Shire Foreshadowing |
|teacher. Students will answer the following questions with a partner: 1. How do the |Hobbit Plot |
|Hobbits escape the Black Rider? 2. How does the setting change as the scene progress? |Pace |
|3. What techniques are used by the director to enhance suspense in the video clip? |Edit |
|Film clip found on Holt McDougal Media Smart DVD. |Suspense |
| |Reaction |
|Teaching Strategies: collaborative pairs, cloze/maze procedure, give one get one |
| |
|Graphic Organizer: K.I.M. Strategy |
|----------------------------------------------------------------------------------------------------------------------------- |
|Instruction: |
|Review with students the definition of suspense and ask them to recall particularly suspenseful moments from movies they have seen. Ask students to |
|work with a partner to make a list of strategies used that made those episodes so gripping. Have pairs share answers. On the board, list any answers |
|students might generate, such as eerie music, sound effects, and lighting. Make sure camera shots, editing, and sound are included on the list. |
|Have students read “Analyzing Visuals in Film and TV” and in pairs summarize strategy 1 and 2 in two sentences. Then discuss the text with the group.|
|• Camera Shots To reinforce the importance of camera shots and angles, present a common situation, such as an encounter with an angry dog. Ask |
|students, How would the scene be presented from the point of view of an outsider? of the person encountering the dog? of the dog? Would the dog look |
|more or less menacing if seen head on or from above? |
|• Editing Mention to students that in an action scene, shots and camera angles can change several times in just a few moments. Challenge them to |
|actually count the changes the next time they watch this kind of scene. |
|• Sound Have students think about the range of sound effects they’ve been exposed to through video games, TV, and movies. Speculate with them about the|
|kinds of sounds or music they might expect to hear in a fantasy that involves intense action and a variety of strange creatures. List the sound effects|
|for students to revisit once they’ve viewed the clip. |
|AP #1: View video clip again and answer the following questions using text and notes: 1. What techniques does the director use to make you believe the|
|Black Rider is evil? 2. How does the director use sound to increase tension in the scene? 3. How does the director use point-of-view shots and |
|high-angle and low-angle shots to influence viewers’ perception of the events? 4. Toward the end of the scene the Black Rider is closing in on Frodo |
|and the other Hobbits. What effect do pace and quick cuts have on the viewers? Review your answers with a partner. Talk to two other groups and share |
|one of your answers with them. Then ask them to share an answer with you. Add their answers to your paper if you believe them to assist you in |
|answering the questions. |
|Instruction: |
|Students will read an excerpt from “The Fellowship of the Rings” and answer the following question: Why might a film’s visual representation of a |
|suspenseful scene differ from the written version? Compare the beginning of the scene you just viewed with the way that Tolkien describes the Black |
|Rider’s approach in the book. Share your thoughts with a partner. |
| |
|Excerpt: The sound of hoofs stopped. As Frodo watched he saw something dark pass across the lighter space between two trees, and then halt. It looked |
|like the black shade of a horse led by a smaller black shadow. The black shadow stood close to the point where they had left the path, and it swayed |
|from side to side. Frodo thought he heard the sound of snuffling. The shadow bent to the ground, and then began to crawl towards him. |
|AP #2: List five differences between the excerpt and the video clip. |
|Instruction: |
|Explain to students that a storyboard is a graphic representation of how your video will unfold, shot by shot. It is made up of a number of squares |
|with illustrations or pictures representing each shot with notes about what’s going on in the scene and what’s being said in the script during that |
|shot. Think of it as sort of a comic book version of your script. |
|Show an example of a storyboard. (attached below) Have each pair create a storyboard for the excerpt from the “Fellowship of the Ring”. Have each group|
|present their paper storyboard explaining the shots. |
|AP #3: With a partner, students will create a storyboard of 8 – 10 shots and then complete a replica of storyboard using PowerPoint. Students can |
|write their own scene or use an excerpt from their favorite novel to create their storyboard. Groups will present their storyboard via PowerPoint to |
|the class. |
|----------------------------------------------------------------------------------------------------------------------------- |
|Assignment: |
|Students will write an argumentative piece answering the following question: Which medium allows you to portray the most suspense, film or the written |
|word? Support your claim with evidence from the texts read in this lesson. |
|Summarizing Strategy: |
|How do authors build suspense in a film and how does this differ from building suspense with the written word? |
|Complete a cloze/maze activity using tier III vocabulary words to answer the above question. |
|Resources/Citations: |
| |
|Attachments: |
|Text for Fellowship of the Ring: |
| |
|Storyboard: |
Excerpt from the Fellowship of the Ring
The sun was beginning to get low and the light of afternoon was on the land as they went down the hill. So far they had not met a soul on the road. This way was not much used, being hardly fit for carts, and there was little traffic to the Woody End. They had been jogging along again for an hour or more when Sam stopped a moment as if listening. They were now on level ground, and the road after much winding lay straight ahead through grass-land sprinkled with tall trees, outliers of the approaching woods.
'I can hear a pony or a horse coming along the road behind,' said Sam.
They looked back, but the turn of the road prevented them from seeing far. 'I wonder if that is
Gandalf coming after us,' said Frodo; but even as he said it, he had a feeling that it was not so, and a sudden desire to hide from the view of the rider came over him.
'It may not matter much,' he said apologetically, 'but I would rather not be seen on the road – by anyone. I am sick of my doings being noticed and discussed. And if it is Gandalf,' he added as an afterthought, 'we can give him a little surprise, to pay him out for being so late. Let's get out of sight!'
The other two ran quickly to the left and down into a little hollow not far from the road. There they lay flat. Frodo hesitated for a second: curiosity or some other feeling was struggling with his desire to hide. The sound of hoofs drew nearer. Just in time he threw himself down in a patch of long grass behind a tree that overshadowed the road. Then he lifted his head and peered cautiously above one of the great roots.
Round the corner came a black horse, no hobbit-pony but a full-sized horse; and on it sat a large man, who seemed to crouch in the saddle, wrapped in a great black cloak and hood, so that only his boots in the high stirrups showed below; his face was shadowed and invisible.
When it reached the tree and was level with Frodo the horse stopped. The riding figure sat quite still with its head bowed, as if listening. From inside the hood came a noise as of someone sniffing to catch an elusive scent; the head turned from side to side of the road.
A sudden unreasoning fear of discovery laid hold of Frodo, and he thought of his Ring. He hardly dared to breathe, and yet the desire to get it out of his pocket became so strong that he began slowly to move his hand. He felt that he had only to slip it on, and then he would be safe. The advice of Gandalf seemed absurd. Bilbo had used the Ring. 'And I am still in the Shire,' he thought, as his hand touched the chain on which it hung. At that moment the rider sat up, and shook the reins. The horse stepped forward, walking slowly at first, and then breaking into a quick trot.
Frodo crawled to the edge of the road and watched the rider, until he dwindled into the distance.
He could not be quite sure, but it seemed to him that suddenly, before it passed out of sight, the horse turned aside and went into the trees on the right.
'Well, I call that very queer, and indeed disturbing,' said Frodo to himself, as he walked towards his companions. Pippin and Sam had remained flat in the grass, and had seen nothing; so Frodo described the rider and his strange behavior.
'I can't say why, but I felt certain he was looking or _smelling_ for me; and also I felt certain that I did not want him to discover me. I've never seen or fell anything like it in the Shire before.'
'But what has one of the Big People got to do with us?' said Pippin. 'And what is he doing in this part of the world?'
Excerpt based on the Media Clip:
'Hush!' said Frodo. 'I think I hear hoofs again.'
They slopped suddenly and stood as silent as tree-shadows, listening. There was a sound of hoofs in the lane, some way behind, but coming slow and clear down the wind. Quickly and quietly they slipped off the path, and ran into the deeper shade under the oak-trees.
'Don't let us go too far!' said Frodo. 'I don't want to be seen, but I want to see if it is another Black Rider.'
'Very well!' said Pippin. 'But don't forget the sniffing!'
The hoofs drew nearer. They had no time to find any hiding-place better than the general darkness under the trees; Sam and Pippin crouched behind a large tree-bole, while Frodo crept back a few yards towards the lane. It showed grey and pale, a line of fading light through the wood.
Above it the stars were thick in the dim sky, but there was no moon.
The sound of hoofs stopped. As Frodo watched he saw something dark pass across the lighter space between two trees, and then halt. It looked like the black shade of a horse led by a smaller black shadow. The black shadow stood close to the point where they had left the path, and it swayed from side to side. Frodo thought he heard the sound of snuffling. The shadow bent to the ground, and then began to crawl towards him.
Once more the desire to slip on the Ring came over Frodo; but this time it was stronger than before. So strong that, almost before he realized what he was doing, his hand was groping in his pocket. But at that moment there came a sound like mingled song and laughter. Clear voices rose and fell in the starlit air. The black shadow straightened up and retreated. It climbed on to the shadowy horse and seemed to vanish across the lane into the darkness on the other side. Frodo breathed again.
'Elves!' exclaimed Sam in a hoarse whisper. 'Elves, sir!' He would have burst out of the trees and dashed off towards the voices, if they had not pulled him back.
'Yes, it is Elves,' said Frodo. 'One can meet them sometimes in the Woody End. They don't live in the Shire, but they wander into it in Spring and Autumn, out of their own lands away beyond the Tower Hills. I am thankful that they do! You did not see, but that Black Rider stopped just here and was actually crawling towards us when the song began. As soon as he heard the voices he slipped away.'
Example of a storyboard:
[pic]
from The Lord of the Rings
IDEAS FOR EXTENSION
Differentiation These activities provide students with a variety of options for demonstrating understanding of lesson concepts.
Explorations and Activities
SUSPENSE ON THE PAGE AND IN FILM
POINT OUT THAT THE LORD OF THE RINGS TRILOGY IS ONLY ONE OF MANY SUSPENSEFUL LITERARY EFFORTS THAT HAVE MADE A SUCCESSFUL TRANSITION TO THE SCREEN. THEN ASK PAIRS OR SMALL GROUPS OF STUDENTS TO LOCATE A SUSPENSEFUL STORY THAT HAS BEEN MADE INTO A MOVIE. INSTRUCT THEM TO CHOOSE A SCENE THAT IS PORTRAYED IN BOTH THE ORIGINAL STORY AND THE FILM. AFTER STUDENTS HAVE MADE THEIR CHOICE, HAVE THEM COMPARE THE SCENES, MAKING NOTES ABOUT THE TECHNIQUES USED IN EACH MEDIUM TO CREATE SUSPENSE.
Have students work together to create a master chart that lists the stories, the films that were based upon them, and techniques to watch for when considering the suspense in each. Use the completed chart to enhance class discussion of suspense and to recommend additional reading and viewing opportunities to interested students.
Inquiry and Research
REVIEW THE REVIEWERS: EXPLORE AWARENESS OF SUSPENSE
HAVE STUDENTS USE LIBRARY OR INTERNET RESOURCES TO LOCATE AND READ TWO REVIEWS OF THE FELLOWSHIP OF THE RING. THEN HAVE THEM ANSWER THESE QUESTIONS IN A PANEL-DISCUSSION FORMAT, SUPPORTING THEIR RESPONSES WITH QUOTATIONS AND DETAILS FROM THE REVIEWS:
• What was each reviewer’s overall opinion of The Fellowship of the Ring?
• What, if anything, did each reviewer say about suspense in the film?
• Based on the reviews, how important do you think an awareness of suspense is in making a successful movie?
Pre-AP Challenge: Have students locate reviews by a critic who wrote about all three installments of Jackson’s film trilogy. Ask students to apply the questions to all three reviews. Then have them write and share a paragraph or two about the challenges of creating and sustaining suspense in an extended film narrative.
Writing
EVALUATE FILM EDITING: WEB POSTING
HAVE STUDENTS CHOOSE A FILM THAT THEY CONSIDER SUSPENSEFUL. ASK THEM TO REVIEW SCENES THAT THEY FOUND ESPECIALLY SUSPENSEFUL, MAKING NOTES ABOUT HOW SKILLFUL EDITING ENHANCED THE SUSPENSE. THEN HAVE STUDENTS WRITE TWO OR THREE PARAGRAPHS IN WHICH THEY EVALUATE THE EDITING AND CITE DETAILS FROM SPECIFIC SCENES AS SUPPORT.
Extending Thinking Lesson Plan:
Lesson 6
|Essential Question: (What question—from your Student Learning Map and based on your standards/grade-level expectations—will direct and focus this |
|lesson, as well as extend the learning from the acquisition lessons?) |
| |
|How would a topic be told differently in a magazine article as opposed to a radio broadcast transcript? C |
| |
|Standards: |
|CC9-10RL7Integration of Knowledge & Ideas: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is|
|emphasized or absent in each treatment. |
|CC9-10RI7 Integration of Knowledge & Ideas: Analyze various accounts of a subject told in different mediums (e.g., a person's life story in both print|
|and multimedia), determining which details are emphasized in each account. |
|Mini-Lesson: (What specific instruction, overview, review of content from previous lessons, directions, and/or review of a specific thinking strategy, |
|etc. will students need in order to accomplish the task successfully? What rubric will guide their preparation?) |
|The teacher will read a picture book to the class, “The Spider and the Fly” by Tony DiTerlizzi, Simon and Schuster, 2002 (It may seem sad that the fly|
|is lured into the spider’s trap, but listen to the spider’s perspective. There are readings of this story on YouTube. |
|Have the students work with a partner to complete the graphic organizer for the three characters. |
|Students are called up to share out their responses. |
|Task: (What is the specific task students will need to accomplish? Will students work in groups or individually on tasks? If working in groups, how |
|will each individual be held accountable for his/her contribution? Note: The teacher should conference with students at intervals throughout the |
|process. The task may be differentiated to address student interests, readiness, learning profiles.) |
|Students will reread “Four Good Legs” by Laura Hillenbrand and “Races on the Radio” by Clem McCarthy and Buddy Twist, then analyze how the two mediums |
|treated the same subject (Seabiscuit: An American Legend). Students will complete the graphic organizer to summarize their responses. Cite what is |
|emphasized or absent in each treatment; for example: Author’s Purpose, Point of View (story teller), Main Character, Language, Pace/Tempo. |
|Sharing/Summarizing: (How will students summarize what they have learned as a result of the lesson to provide evidence of their understanding, in |
|relation to the lesson essential question? How will they share their extended understanding with others?) |
| |
|Students will answer the extended thinking lesson essential question in at least one paragraph. How would a topic be told differently in a magazine |
|article as opposed to a radio broadcast transcript? |
| |
Name: ______________________________ Date: ______________
Essential Question: How would a topic be told differently in a magazine article as opposed to a radio broadcast transcript?
|Medium |From “Seabiscuit” |“Races on the Radio” |
|Author’s Purpose | | |
|Point of View | | |
|(story teller) | | |
| | | |
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|Main Character | | |
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|Pace/Tempo | | |
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|Language | | |
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|Fact vs. Fiction: | | |
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[pic][pic]
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Key Learning:
Information is presented differently based on the medium the author utilizes.
Unit Essential Question:
Author’s Purpose
Quotation
Quotation
Quotation
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