ACHIEVING THROUGH FRESHMAN SEMINARplans, activities, and Achieve3000 articles to help teachers meet the Common Core Learning Standards and address specific informational topics as

ACHIEVING THROUGH

FRESHMAN SEMINAR:

FRESHMAN SEMINAR 9

SUMMER 2016

2

BELLMORE-MERRICK

CENTRAL HIGH SCHOOL DISTRICT

BOARD OF EDUCATION

2016-2017

Janet Goller, President

Nancy Kaplan, Ed.D., Vice President

Marion Blane Lisa Katz

JoAnn DeLauter Nina Lanci

Wendy Gargiulo Gina Piskin

CENTRAL ADMINISTRATION

John DeTommaso

Superintendent of Schools

Mara Bollettieri, Psy.D.

Deputy Superintendent

Kate Freeman

David Seinfeld

Assistant Superintendents

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ACHIEVING THROUGH

READING:

FRESHMAN SEMINAR 9

Written by:

Julie Rosslee (Calhoun High School)

Project Administrator: Kim A. Serpe

District Chairperson - English

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TABLE OF CONTENTS

UNIT PAGE NUMBERS

INTRODUCTION 5

CURRICULUM MAP 6-9

FRESHMAN SEMINAR 9 10 – 27

5

INTRODUCTION

This curriculum guide was created in response to the Common Core Learning Standards which

requires all students to be college and career ready in the following areas: Reading for Literature,

Reading for Informational Texts, Writing, Speaking and Listening, and Language. Freshman

Seminar teachers will continue to use Achieve3000 as a literacy tool for ninth grade students

with an emphasis on utilizing articles that relate to a specific informational theme for the quarter

or major literary works taught in ninth grade.

The curriculum guide contains a yearly overview, divided by quarter, suggested mini-lesson

plans, activities, and Achieve3000 articles to help teachers meet the Common Core Learning

Standards and address specific informational topics as well as themes from various freshman

major literary works. All of the mini-lessons identify the grade level specific Common Core

Learning Standards and reading and writing strategies that are addressed.

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Curriculum Map - Achieve3000 Freshman Seminar

Quarter 1 Quarter 2 Quarter 3 Quarter 4

Theme & Content Connections: ● Identity/Role in the ● World/Service Learning

Theme & Content Connections:

● Health & Wellness

Theme & Content Connections: ● Controversial Issues

Theme & Content Connections:

Financial Hardship and Labor

Strategy ● Writing:

○ Summary ● Reading:

○ Generating Questions ○ Chronological

Sequence ○ Summarizing


○ Informative ● Reading:

○ Cause & Effect ○ Problem &

Solution ○ Reading &

Interpreting Charts/Graphs


○ Argument ● Reading:

○ Citing Evidence ○ Main Idea/Supporting

Details ○ Reading &

Interpreting Charts/Graphs


○ Argument ● Reading:

○ Citing Evidence ○ Primary &

Secondary Sources

○ Previewing Text and Visual Features

Sub-Skills ● Activating Prior Knowledge ● Determining Key Ideas/Topic

Sentences

Sub-Skills ● Activating Prior

Knowledge ● Interpreting Functional

Documents (search in Achieve/Content)

● Organizing Information Chronologically

● Using Questions to Guide Understanding

Sub-Skills ● Activating Prior Knowledge ● Citations

Sub-Skills ● Activating Prior

Knowledge ● Citations ● Notemaking ● Concession Statements

Resources ● G/O: Asking and Answering

Questions ● G/O: Sequence of Events Chart ● G/O: K-W-L Chart ● G/O: Key Points

Resources ● K-W-L Chart ● Multiple Causes,

Single Effect ● Single Cause, Single

effect

Resources ● K-W-L Chart ● Main Idea Chart ● Evidence Building Chart

Resources ● G/O Key Ideas ● G/O Evidence Building ● G/O Fact/Feeling Journal ● G/O Key Ideas

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● G/O: Main Idea Chart ● LESSON PLAN: Generating

Questions ● Lesson Plan: Understanding

Text Structure-Chronological Sequence

● Lesson Plan: Summarizing

Special Projects (Bonus, Writing Center, Contests)

●


● “Make the Break” ● Achieve Holiday

Contest


● “Check the Facts” (Bonus Lesson: Good to make into a Writing from Sources)

● “It’s All in the Genes”


● “Privacy in the Digital Age” (Bonus Lesson: Good to make into a Writing from Sources)

Strategy Articles Generating questions: “Get in the Game: Trainers Needed!” “The Ride of the Future?” “For Sale: Your Stuff!” “The Lost People” Chronological Sequence: “Mystery Ship Found!” “The Art of Funny” “The City That Wants To Get Smaller” “A New Space Plan” Summarization: “Volcano Puts on a Show” “Empty Nests” “Put Down That Doughnut” “Heroes in Sports, Heroes in Life” “I Am Malala” “Putting a Friend First” “Saving the Macaw” “Lost Languages” “Where Did This Money Come From?”

Strategy Articles ● “Have a Ball”

(functional document - Cause/Effect)

● “New Job, New Hope” (functional document- Prob/Solution)

● “New ABCs of CPR” (functional document - Prob/Solution)

● “Two Wheels Take Off” (interpreting charts - informational)

● “Farming For Food and Fun” (interpreting charts - informational)

● “Foxes, Fires, And Cats - Oh My!” (informational - cause/effect)

● “From Farm to Fork” (informational - cause/effect)

Strategy Articles ● “Found: New Planets!” (Main

Idea/Supporting Details) ● “School on Snowy Days”

(Citing Evidence - Argument Writing)

● “Shooting for the Moon? Maybe Not” (Reading & Interpreting Charts)

● “Should These Players Be Paid?” (Citing Evidence - Argument)

● “School All Year Long” (Citing Evidence - Argument)

● “Hey! That’s My Picture” (Citing Evidence - Argument)

● “Will Amazon Change the World...Again?” (Main Idea/Supporting Details)

● “School on Snowy Days” (Citing Evidence - Argument)

● “New Rules for Restaurants” (Citing Evidence - Argument)

Strategy Articles

● “New States, New Troubles” (Primary and Secondary Sources) G/O Key Points

● “Working Too Hard” (Cite Evidence Argument Writing) G/O Evidence Building

● “Children at Work” (Cite Evidence Argument Writing) G/O Fact/Feeling Journal

● “This Test is Brought to You By…” (Previewing Texts and Visual Features) G/O Key Ideas

● “Right on the Money” (Previewing Texts and Visual Features) G/O Key Ideas

● “This Test Was Brought

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“The Lost and Found Camera” “Schools Take Steps To Stop Bullies” “Lending a Hand” “Rescue on the Sea” “Second Chances” “A Heart for People”

● “Happy Meals Healthy Enough?” (informational - cause/effect)

● “Sleep More, Get Sick Less”

● “Building a New Heart” (informational - cause/effect)

● “The Plastic Problem” (informational - cause/effect)

● “Butterfly Blues” (informational - cause/effect)

● “Can We Stop Whooping Cough?” (informational - cause/effect)

● “Crunching the Numbers” (informational - cause/effect)

● “Sugar Not Always Sweet” (informational - cause/effect)

● “Bears Have Healthy Hearts, But Why?” (informational - cause/effect)

● “A Winning Wheat” (informational - cause/effect)

● “New Light on Sunscreen” (informational - cause/effect)

● “New ABCs of CPR”

● “Saving the Spruce Grouse” (Citing Evidence - Argument)

● “Starry, Starry Night” (Citing Evidence - Argument)

● “Farmer Bot” (Citing Evidence - Argument)

● “Can Trees Keep Air Clean?” (Citing Evidence - Argument)

● “Home Away from Home” (Citing Evidence - Argument)

● “Make Some Noise!” (Citing Evidence - Argument)

● “Where Did This Money Come From?” (Citing Evidence - Argument)

● “More Cell Phones Than Ever” (Citing Evidence - Argument)

● “A Man Named Walt Disney” (Citing Evidence - Argument)

● “How Far Can This Car Go?” (Citing Evidence - Argument)

to You By…” (Citing Evidence - Argument)

● “A New Way to Make Money” (Citing Evidence - Argument)

● “Right on the Money” (Citing Evidence - Argument)

● “Tiny Houses” (Citing Evidence - Argument)

● “Is It Time To Raise Pay?” (Citing Evidence - Argument)

● “Raise Costs, Save Money?” (Citing Evidence - Argument)

● “Trouble for Taco Trucks” (Citing Evidence - Argument)

● “New Healthcare Law: What Does It Mean?” (Citing Evidence - Argument)

● “Paying the Price” (Citing Evidence - Argument)

● “Changes in Hawaii Not So Sweet” (Citing Evidence - Argument)

● “Gas Prices Make Change” (Citing Evidence - Argument)

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(informational - cause/effect)

● “Fewer Kids Getting Fit at School” (informational - cause/effect)

● “Are You Going to Eat That?” (informational - cause/effect)

Articles Related to Literary Work (To Kill A Mockingbird)

● “Danza Makes the Grade” ○ Strategy: Summarizing

● “Remembering the Past, 80 Years Later” (discusses Scottsboro Boys)

○ Strategy: Chronological Order

● “Teen Takes Her Place in History”

○ Strategy: Sequence of Events

○ G/O: Sequence of Events Chart

Articles Related to Literary Work (Of Mice & Men) Title: “Hard Times” Reading Strategy: Sequencing Writing Type: G/O: Sequence of Events **Bonus Lesson available, too “Reaching for the Stars” Topic: Migrant workers Reading Strategy: Accessing Prior Knowledge Writing Type: Informational: G/O: Cluster “Getting by in Lean Times” Strategy: Accessing Prior Knowledge G/O: Cluster Title: “Westward Expansion: The Rush for Riches” Topic: California, migrant workers Reading Strategy: Cause/Effect Writing Type: Informational G/O: Single Cause, Multiple Effects

Articles Related to Literary Work (Romeo & J)

● “Shakespeare Lost and Found”

○ Strategy: Compare & Contrast

○ G/O: Compare and Contrast Matrix

● “Theater by Candlelight” ○ Strategy:

Summarizing ○ G/O: Key Points

Articles Related to Literary Work (Night)

● “Remembering the Holocaust”

● “A Day of Remembering” ● “A Day for

Remembering” ○ Strategy:

Activating Prior Knowledge

○ G/O: K-W-L ● “Families to Learn About

Loved Ones” ○ Strategy:

Summarizing ○ G/O: Key Points

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Freshman Seminar 9

Quarter 1, Lesson 1 –Writing Strategy: Summary Two Class Periods

Reading Strategy: Chronological Sequence/Summarizing

Aim: How can we properly compose summaries?

Common Core Learning Standards:

Standard Grade Standard Number

RI 9 2, 4, 10

W 9 2, 4, 5, 10

SL 9 1, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Why is it important that we can summarize what we read?

Instructional Materials:

Achieve3000 article (“Heroes in Sports, Heroes in Life”)

Attachment 1 (“Summarizing”)

Procedures and Pivotal Questions:

(Day 1) Students will receive the handout (“Summarizing”) and use it to compose a summary

of the Achieve3000 article entitled, “Heroes in Sports, Heroes in Life.”

(Day 2) Once students have composed their responses, each student will exchange his paper

with a peer, underlining points that were similar in each of their summaries.

As a class, we will discuss the similarities and differences that were found among the student

summaries.

Summary:

How can our summaries of the same article be similar yet different in content?

Suggested Achieve3000 Articles:

1. “I Am Malala”

2. “Putting a Friend First”

3. “Saving the Macaw”

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Attachment 1

Name_________________________________________ Date__________________________

English Achieve3000

Summarizing

Directions:

Follow the steps below and fill in the information required below as your read the Achieve3000 article.

Step 1: Read the article in order to understand the text.

Step 2a: Identify the topic sentence for each paragraph.

Paragraph 1: __________________________________________________________________

_____________________________________________________________________________

Paragraph 2: __________________________________________________________________

_____________________________________________________________________________

Paragraph 3: __________________________________________________________________

_____________________________________________________________________________

Paragraph 4: __________________________________________________________________

_____________________________________________________________________________

Paragraph 5: __________________________________________________________________

_____________________________________________________________________________

Paragraph 6: __________________________________________________________________

_____________________________________________________________________________

Paragraph 7: __________________________________________________________________

_____________________________________________________________________________

Paragraph 8: __________________________________________________________________

_____________________________________________________________________________

Paragraph 9: __________________________________________________________________

_____________________________________________________________________________

Paragraph 10: _________________________________________________________________

_____________________________________________________________________________

Step 2b: Take out any details that are not needed.

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Step 2c: Combine the information—in your own words—into a single paragraph.

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

_____________________________________________________________________________

Step 3: Rethink your summary and the article. (Do they express the same message? If not, what

has to be added or removed from your paragraph to express the same idea as the article?)

Step 4: Check your summary. Then double-check it. (Make sure that there are no grammatical

errors.)

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Freshman Seminar 9

Quarter 1, Lesson 2 – Writing Strategy: Summary Two Class Periods


Aim: How can we properly compose summaries?



RI 9 2, 4, 10

W 9 2, 4, 5, 10

SL 9 1, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

What are the basic steps needed to compose a summary?

o Step 1: Read the article in order to understand the text.

o Step 2a: Identify the topic sentence for each paragraph.

o Step 2b: Take out any details that are not needed.

o Step 2c: Combine the information—in your own words—into a single paragraph.

o Step 3: Rethink your summary and the article.

o Step 4: Check your summary. Then double-check it.


Achieve3000 article (“Lost Languages”)


(Day 1) Students will be instructed to complete the “Before Reading Poll” for the

Achieve3000 article entitled, “Lost Languages.”

Students will be instructed to read the article and to make notes as they read, focusing on the

significance of one’s identity when considering language.

Once they have completed their reading, the students will complete the “Activity,” answering

the eight questions that identify key points within the article.

The class will share students’ responses to the “Activity.”

(Day 2) Independently, students will complete the “Thought Question.”

Once students have composed their responses, each student will exchange his paper with a

peer, underlining points that were similar in each of their summaries.

As a class, we will discuss the similarities and differences that were found among the student

summaries.

Summary:

How can our summaries of the same article be similar yet different in content?

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1. “Where Did This Money Come From?”

2. “The Lost and Found Camera”

3. “Schools Take Steps To Stop Bullies”

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Freshman Seminar 9

Quarter 1, Lesson 3 – Writing Strategy: Summary One Class Period


Aim: How can we use our notes and multiple choice questions to aid in the composition of a

summary of an article?



RI 9 2, 4, 10

W 9 2, 4, 5, 10

SL 9 1, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Why might people volunteer?

o Class share of students’ responses and discussion about individuals’ responsibilities

in our world


Achieve3000 article (“Lending a Hand”)


Students will be instructed to complete the “Before Reading Poll” for the Achieve3000

article entitled “Lending a Hand.”

Students will be instructed to read the article and to make notes as they read.

Once they have completed their reading, the students will complete the “Activity,” answering

the eight questions that identify key points within the article.

The class will share students’ responses to the “Activity.”

In pairs, students will use their notes and the accurate responses to the “Activity” questions to

compose a summary of the article, which is to be written as a well-developed paragraph.

Summary:

How can we use multiple choice questions and their accurate responses in composing a

summary about an article?


1. “Rescue on the Sea”

2. “Second Chances”

3. “A Heart for People”

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Freshman Seminar 9

Quarter 2, Lesson 1 – Writing Strategy: Informative Two Class Periods

Reading Strategy: Cause & Effect/Problem & Solution

Aim: How can we determine the proper order of events when considering cause and effect?



RI 9 1, 2, 3, 4, 5, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Complete the handout, “Cause and Effect.”


Achieve3000 article (“Building a New Heart”)

Attachment 1 (“Cause and Effect”)


(Day 1) Class shares students’ responses to the Motivation.

Students will read the Achieve3000 article entitled, “Building a New Heart” and complete

the “Activity.”

Class share of students’ responses to the “Activity”

(Day 2) Students will complete the “Thought Question.”


peer, numbering the order of events from the article that are described in the response.

As a class, we will discuss the similarities and differences that were found in the students’

informative responses.

Summary:

Why is it important to maintain a logical order of facts when explaining something to others?


1. “The Plastic Problem”

2. “Butterfly Blues”

3. “Can We Stop Whooping Cough?”

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Attachment 1

Name_________________________________________ Date__________________________

English Achieve3000

Cause and Effect

Directions:

Match the cause on the left with the effect on the right.

Cause Effect

1. _____ The doorbell rang. a. It meowed for help.

2. _____ The rain began to fall heavily. b. She took a nap.

3. _____ Mandy forgot her lunch. c. The family went to the store.

4. _____ There was an accident on the highway. d. She had to buy lunch at school.

5. _____ The solar eclipse began. e. People headed to the beach.

6. _____ Roger sprinted for the bus. f. The exterminator was called.

7. _____ There was no more milk. g. The dog barked and woke the baby.

8. _____ Owen was hungry. h. She overslept and missed class.

9. _____ Jessica had a headache. i. The old man raked the lawn.

10. _____ The cat climbed up the tree. j. People used umbrellas.

11. _____ There was a heatwave. k. A tow truck was called.

12. _____ Leaves littered the yard. l. He made himself a sandwich.

13. _____ The car wouldn’t start. m. There were delays for hours.

14. _____ Liesel didn’t set her alarm clock. n. He was out of breath.

15. _____ A squirrel was heard in the attic. o. People looked up at the sky.

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Freshman Seminar 9

Quarter 2, Lesson 2 – Reading Strategy: Informative One Class Period

Writing Strategy: Generating Questions/Cause & Effect

Aim: How can questioning a text help us to understand what we read?



RI 9 1, 2, 3, 4, 5, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Complete the “Before Reading Poll” for the Achieve3000 article entitled “Crunching the

Numbers.”


Achieve3000 article (“Crunching the Numbers”)


Class shares students’ responses to the Motivation.

Students will read the Achieve3000 article entitled, “Crunching the Numbers” and complete

the “Thought Question,” creating six questions that can be answered from the information

provided in the article.


peer and respond to the questions created for the “Thought Question.”

As a class, we will discuss which questions enabled us to attain a better understanding of the

article’s content and intended message.

Summary:

Why is it important to ask yourself questions about a piece as you read it?


1. “Sugar Not Always Sweet”

2. “Bears Have Healthy Hearts, But Why?”

3. “A Winning Wheat”

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Freshman Seminar 9

Quarter 2, Lesson 3 – Writing Strategy: Informative One Class Period

Reading Strategy: Cause & Effect/Generating Questions/Problem & Solution

Aim: How can understanding a cause and effect relationship help us to determine the essence of

an author’s message?



RI 9 1, 2, 3, 4, 5, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Read the Achieve3000 article entitled, “New Light on Sunscreen” and write the main idea in

a sentence or two.


Achieve3000 article (“New Light on Sunscreen”)


Class shares students’ responses to the Motivation.

Individually, students will complete the “Thought Question.”

Once students have composed their responses, each student will exchange his response with a

partner and compare their answers and reasoning.

Working with their partners, the students will compose informational texts that incorporate

elements of their determined main ideas (from the Motivation) as well as details from the

article.

Class shares each pair’s writing.

Summary:

Why is it important to ask yourself questions about a piece as you read it?


1. “New ABCs of CPR”

2. “Fewer Kids Getting Fit at School”

3. “Are You Going to Eat That?”

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Freshman Seminar 9

Quarter 3, Lesson 1 – Writing Strategy: Argument One Class Period

Reading Strategy: Citing Evidence/Main Idea & Supporting Details

Aim: How can we properly cite our sources when referencing the works of others?



RI 9 1, 2, 3, 4, 5, 8, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Why is it important to cite your source when using the source’s information to support your

argument?


Achieve3000 article (“School on Snowy Days”)

Attachment 1 (“The Significance of Citing”)


Class discusses Motivation. Possible questions to be posed:

o Why does citing information from a source strengthen your argument?

o Why must we cite the thoughts or words of others?

Students will complete the handout, “The Significance of Citing.”

Class shares students’ responses.

Summary:

Why do people cite others?


1. “New Rules for Restaurants”

2. “Saving the Spruce Grouse”

3. “Starry, Starry Night”

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Attachment 1

Name_________________________________________ Date__________________________

English Achieve3000

The Significance of Citing

Overview:

In order to avoid plagiarizing the thoughts of another and to enhance the credibility of your argument, you must cite

your source. When citing from an electronic print source, which includes any information you directly quote or

paraphrase from books, magazines, newspapers, and journal articles that are found online, include the author’s last

name either directly in the sentence or in the parenthetical citation (at the end of the sentence).

Directions:

Read the article entitled “School on Snowy Days.” Then complete the tasks below.

1. Should students be free from all academic obligations where there’s a snow day? In your own

words, explain why.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

2. According to the article, what are two positive reasons to keep students learning and

responsible for their work when school is canceled because of snow? (Be sure to cite your

source.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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3. According to the article, what are two negative reasons to keep students learning and

responsible for their work when school is canceled because of snow? (Be sure to cite your

source.)

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

4. Rewrite your initial argument from the first question and, citing your source, use one of your

examples to substantiate your belief.

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

______________________________________________________________________________

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Freshman Seminar 9


Reading Strategy: Citing Evidence/Main Idea & Supporting Details

Aim: How can we use sources to substantiate our arguments?



RI 9 1, 2, 3, 4, 5, 8, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

What information is necessary to include in a parenthetical citation when citing an online

article?


Achieve3000 article (“Farmer Bot”)


Class discusses Motivation.

Students will read the Achieve3000 article entitled “Farmer Bot” and, independently,

complete the “Thought Question.”

Students will exchange their responses to the “Thought Question” and, using the article,

refute their peer’s thoughts using cited evidence from the article.

Summary:

How can a source’s information help you to refute another’s view?


1. “Can Trees Keep Air Clean?”

2. “Home Away from Home”

3. “Make Some Noise!”

24

Freshman Seminar 9


Reading Strategy: Citing Evidence/Main Idea & Supporting Details/

Reading & Interpreting Charts & Graphs

Aim: How can we use graphics in order to support our arguments?



RI 9 1, 2, 3, 4, 5, 8, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Should people who donate money to institutions be allowed to do so anonymously? Why or

why not?


Achieve3000 article (“Where Did This Money Come From?”)


Class discussion of Motivation.

Students will read the Achieve3000 article entitled, “Where Did This Money Come From?”

and, independently, complete the “Thought Question.”

Using their knowledge from the article and responses to the “Thought Question,” the students

will compose arguments regarding whether or not donors should be allowed to donate

anonymously to charities.

Summary:

How can a graph’s content help you explain your view?


1. “More Cell Phones Than Ever”

2. “A Man Named Walt Disney”

3. “How Far Can This Car Go?”

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Freshman Seminar 9

Quarter 4, Lesson 1 – Writing Strategy: Argument Two Class Periods

Reading Strategy: Citing Evidence/Main Idea & Supporting Details/

Reading & Interpreting Charts & Graphs

Aim: How can we integrate concession statements into our writing in order to strengthen our

arguments?



RI 9 1, 2, 3, 4, 5, 8, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

What is the benefit of acknowledging the other side of an argument you are trying to prove?


Achieve3000 article (“This Test Brought to You By…”)


Class discusses of Motivation. Possible questions to be posed:

o Why might an author provide two sides to an argument when objectively

presenting information to the audience?

o Why is it appropriate to recognize the beliefs of others when subjectively stating

your own? What effect does that have on your audience?

As they read the Achieve3000 article entitled “This Test Brought to You By…,” the students

will make notes on the two arguments presented in the article.

In pairs, the students will come to consensus and write an argument essay, being sure to

include a concession statement and information about the opposing view that was included in

the article as they quote the piece and cite the author. (Continued for Day 2)

Summary:

How can including the opposing view strengthen your argument?


1. “A New Way to Make Money”

2. “Right on the Money”

3. “Tiny Houses”

26

Freshman Seminar 9


Reading Strategy: Citing Evidence/ Primary & Secondary Sources/

Previewing Text and Visual Features

Aim: How can we organize evidence from an outside source to support a claim?



RI 9 1, 2, 3, 4, 5, 8, 10

W 9 1, 2, 4, 5, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Should the rate for minimum wage be increased? Why or why not?


Achieve3000 article (“Is It Time To Raise Pay?”)


Class discusses of Motivation.

Students will be assigned into two groups: those in support of a pay raise and those opposed

to a pay raise. As they read the Achieve3000 article entitled, “Is It Time To Raise Pay?” the

students will make notes that support their assigned argument and establish a logical

organization of facts that includes key ideas and supports their claim, being sure to include

points from the timeline embedded in the article.

Once students have had ample time to establish support for their arguments, the class will

engage in a debate regarding whether or not the rate for minimum wage should be increased.

As the students debate their points, each side must include a concession statement with every

rebuttal.

Summary:

How can notemaking enable you to support your argument with evidence from an objective

source?


1. “Raise Costs, Save Money?”

2. “Trouble for Taco Trucks”

3. “New Healthcare Law: What Does It Mean?”

27

Freshman Seminar 9


Reading Strategy: Citing Evidence/ Primary & Secondary

Sources/Previewing Text and Visual Features

Aim: How can we argue both sides of an issue?



RI 9 1, 2, 3, 4, 5, 8, 10

W 9 1, 2, 4, 5, 8, 9, 10

SL 9 1, 2, 3, 4, 5, 6

L 9 1, 2, 3, 4, 5, 6

Motivation:

Do the benefits of downsizing outweigh the costs? Explain.


Achieve3000 article (“Tiny Houses”)


Class discusses of Motivation.

Once students have read the Achieve3000 article entitled, “Tiny Houses” and gathered

evidence in support of their views from the Motivation, each student will compose a well-

developed paragraph that states his argument and cites two examples from the article that

support the paragraph’s claim. Students will also include concession statements in their

writing to strengthen their claims.

Each student will exchange his paper with a peer, writing a rebuttal paragraph under the

peer’s original writing in order to refute the peer’s view.

Summary:

How can addressing specific points in an argument enable you to refute that claim?


1. “Paying the Price”

2. “Changes in Hawaii Not So Sweet”

3. “Gas Prices Make Change”

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