12
Abby Tuttle 4/15/2016 Student Teaching, East Page 1 of 12 Social Issues Plan Course: English II Blocks: 4 Grade: 10 Duration: 90 minute blocks Topics: social issues—gun rights/control Lesson Notes: Standards Addressed Integrating Multiple Texts: (Level 2) o Students demonstrate they have the ability to : Student can determine the central idea of the text. Student can identify rhetorical features of the two texts. Student can summarize the text objectively. Unit Essential Question: How do social issues today impact our future? Assessment (formative): Students will fill out KWL to gain information on prior knowledge and think about questions Students will complete graphic organizer to compare and contrast points of view Resources and Materials: KWL sheets Packet 4 political cartoons on gun control Graphic organizer—political cartoon Playing cards Daily Objectives: I can identify the author’s position in a piece of writing. I can analyze and evaluate how the author makes claims and provides evidence. I can compare and contrast ideas from 2 different articles. Daily Agenda (20 minutes) Overview o Layout of unit—Unit packet o Standards being covered o How groups will work for unit— Small groups with different issues and articles o Today’s Daily plans—comparing and contrasting cartoons. (5 minutes) KWL o Put slide of political cartoons on smartboard o Students need to fill out K-W—This was started last time, but

Gun Control Intro Lesson

Embed Size (px)

DESCRIPTION

lesson

Citation preview

Page 1: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 1 of 9

Social Issues PlanCourse: English II Blocks: 4 Grade: 10 Duration: 90 minute blocksTopics: social issues—gun rights/control Lesson Notes:Standards Addressed

Integrating Multiple Texts: (Level 2)o Students demonstrate they have the ability to :

Student can determine the central idea of the text. Student can identify rhetorical features of the two texts. Student can summarize the

text objectively.Unit Essential Question:

How do social issues today impact our future?

Assessment (formative): Students will fill out KWL to gain information

on prior knowledge and think about questions

Students will complete graphic organizer to compare and contrast points of view

Resources and Materials: KWL sheets Packet 4 political cartoons on gun control Graphic organizer—political cartoon Playing cards

Daily Objectives: I can identify the author’s position in a piece of writing. I can analyze and evaluate how the author makes claims and provides evidence. I can compare and contrast ideas from 2 different articles.

Daily Agenda (20 minutes) Overview

o Layout of unit—Unit packeto Standards being coveredo How groups will work for unit—

Small groups with different issues and articleso Today’s Daily plans—comparing and contrasting cartoons.

(5 minutes) KWLo Put slide of political cartoons on smartboardo Students need to fill out K-W—This was started last time, but they only had a few minutes.

Give another 5 minutes to fill in What do they KNOW about Gun Rights issues and topics, vocabulary, current laws,

past events, media coverage, etc. What do they WONDER? What questions or concerns do they have about the topic?

What do they want clarified? Do they have current beliefs or feelings toward it to look into?

Use powerpoint as a jumping point for buzzwordso Hand out cards (to place groups) while students are working.

(10 minutes) Group 1o Students will be grouped together and each group will be reviewing one political cartoon

and answering the questions on the graphic organizer. Minions—1 Princesses—2

Page 2: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 2 of 9

Spiderman—3 Trucks—4

(15 minutes) Group 2o Next, students will be partnered up to compare and contrast cartoonso Fill in correct half of Venn Diagram on Graphic Organizer

Minions & Princesses (Matching card suit & number) Spiderman & Trucks (Matching card suit & number)

(15 minutes) Group 3o Students will be meeting in groups of 4—1 person with each cartoon.o They will share the concepts in each and fill out remainder of Graphic organizer

Matching groups of all K of hearts, A of hearts, etc. (20 minutes) Recap

o What is the central idea of eacho What is the sameo What is different

(10 minutes) Closing:o Wrap up: Reflect on KW—were any questions answered today? What questions are people

hoping to answer in this unit? Did more questions form?o Clean up—return cards, re-organize copies of cartoons

Page 3: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 3 of 9

Page 4: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 4 of 9

Name _______________________ Block 4 8

Unit 4: Integrating Multiple Texts & Writing Expository/Informative TextsEnglish II – Mrs. Tuttle

Essential Question: How do the social issues of today impact our future?In this unit, you will have the opportunity to work in a small group to explore a current social issue. You will be given several different pieces to read and analyze about your selected topic. Then, you will be synthesizing the information you have gathered to develop and complete your bodies of evidence for the unit.

Key Bodies of Evidence:Practice Writings: Throughout the unit, you will be required to produce writing samples

(graphic organizers and paragraphs) to develop your writing skills in summarizing, comparison/contrast, and reflection. Some of these writings will be used to begin your final presentation and paper.

Informative/Expository Writings: Writings that inform of different viewpoints about a current social issue and incorporate information from multiple sources.

Digital Presentation: A digital presentation to inform the audience of different viewpoints and argue a claim about your beliefs.

Possible Social Issues to Explore:Civil Rights & Individual Liberties

Immigration & RefugeesIncome & Wages

Gun Rights or Control

CalendarWeekly

Tasks & Goals Monday Tuesday Wednesday Thursday Friday

Finish Polished Argumentative Paper; Select Topic:_______________

KWL for Topic

18(B)Rough Draft

Due: Argumentative Paper (Bring

printed copy);Peer Review;

19No School – ACT

for Juniors

20(A)Rough Draft

Due: Argumentative Paper (Bring

printed copy);Peer Review

21 (B)Final

Argumentative Paper Due

(Bring printed copy);

Full class: Gun Control; BOE

practice;Select Topic

22 (A)Final

Argumentative Paper Due

(Bring printed copy);

Full class: Gun Control; BOE

practice;Select Topic

Page 5: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 5 of 9

Source 1 & 2; BOE practice

25(B)CFA

26(A)CFA

27(B)In-text Citations

28(A)Topic KWL;

Source 1 & 2 (selected topic);

BOE practice

29(B)Topic KWL;

Source 1 & 2 (selected topic);

BOE practice

Source 3; BOE: Write Informative Paragraph 2 (template); Source 4 & 5; Brainstorm for Presentation;

May 2(A)Source 3;

BOE: Informative Paragraph 1

due

3(B)Source 3;

BOE: Informative Paragraph 1

due

4(A)In-text Citations

5(B)Source 4 & 5;

BOE: Informative Paragraph 2

due

6(A)Source 4 & 5;

BOE: Informative Paragraph 2

due

Begin Digital Presentation

9(B)Overview of

Visual Presentation;

Complete planning sheet

10(A)Overview of

Visual Presentation;

Complete planning sheet

11(B)Vocabulary and

Grammar (Based on topics)

12(A)Write Intro and Conclusion for

Visual/ Persuasive

Presentation; Search for

visuals

13(B)Write Intro and Conclusion for

Visual/ Persuasive

Presentation; Search for

visuals

Finish Digital Presentation Practice and Improve Digital Presentation

16(A)Improve intro

and conclusions for visual

presentation; Prepare

Powerpoint

17(B)Improve intro

and conclusions for visual

presentation; Prepare

Powerpoint

18(A)Vocabulary and

Grammar (Based on topics)

19(B)Peer Review

Digital Presentation

20(A)Peer Review

Digital Presentation

Present Digital Presentation

23(B) – 27 (B)Present Visual Presentations

Grading Topics and Scales:Evaluating Arguments & Purpose

4 3 2 1

Page 6: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 6 of 9

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student has demonstrated the ability to: Analyze how an author or speaker uses

rhetoric (ethos, pathos, logos) to advance his/her position or purpose and address the intended audience of a text or speech.

Evaluate whether the claims and evidence in an argument are relevant and sufficient.

Identify types of reasoning used in an argument (deductive, inductive, abductive, and fallacious) and whether the reasoning is valid.

Student has recognized or recalled specific vocabulary such as: Audience, purpose, rhetoric, fallacious

reasoning, sufficient, validStudent has performed basic processes such as: Identifying the audience of a text or

speech. Identifying a speaker’s or author’s position

and reasoning. Delineating the argument and specific

claims in a text or claim. Identifying evidence used by an author or

speaker to support his or her message. Identifying examples of false statements

and fallacious reasoning in isolation.

Student has not provided sufficient evidence.

Integrating Multiple TextsCategory 4 3 2 1Features

(Compare/Contrast&RhetoricalFeatures)

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student has analyzed how two or more texts have addressed similar topics.

Student has compared and/or contrasted the rhetorical features that the author employed in order to convey their argument to the audience.

Student has identified rhetorical features of the two texts.

Student has summarized the text objectively.

Student has not provided sufficient evidence.

CentralIdea

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student has analyzed how the author develops a central idea throughout the text.

Student has written about how this idea emerges or is refined through the use of specific details from the text.

Student has determined the central idea of the text.

Student has not provided sufficient evidence.

Structure In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student has analyzed the author’s effectiveness related to structure.

Student has analyzed whether or not the structure the author uses makes the arguments clear, convincing, and engaging.

Student has described how the author unfolds the analysis or series of ideas or events in a text.

Student has explained the author’s structural choices in a text.

Student has not provided sufficient evidence.

Writing Informative/Expository TextsCategory 4 3 2 1

Organization In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student organized the concepts and the information in order to make important connections and distinctions throughout his/her writing.

Student made connections and distinctions between the important concepts throughout his/her writing.

Student has not provided sufficient evidence.

Support In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student developed the topic with relevant and sufficient support.

Student used extended definitions, concrete details, quotations, and examples appropriate to the audience.

Student used evidence to help support their main ideas.

Student has not provided sufficient evidence.

Style In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student used appropriate and varied transitions to create cohesion and clarify relationships among concepts.

Student used precise language that was appropriate for the audience and topic. Student established and maintained a formal style and

Student attempted to use transitions between the ideas.

Student used appropriate language for the majority of the paper.

Student has not provided sufficient evidence.

Page 7: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 7 of 9

objective tone throughout the paper.Conclusion In addition to score 3.0 performance,

the student demonstrates in-depth inferences and applications that go beyond the target.

Student constructed a conclusion that articulated the implications or significance of the topic.

Student included a basic conclusion. Student has not provided sufficient evidence.

Delivering Presentations4 3 2 1

In addition to score 3.0 performance, the student demonstrates in-depth inferences and applications that go beyond the target.

Student demonstrates s/he has the ability to: Present a speech that engages the audience

through a variety of techniques (for example: rate, pitch, tone, enthusiasm)

Make strategic use of digital media (for example, textual, graphic, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence

Use appropriate eye contact, adequate volume, and clear pronunciation

Student has recognized or recalled specific vocabulary such as: Concise, substance, style, enhance,

articulateStudent has performed basic processes, such as: Incorporating a digital visual aid into a

presentation. Presenting a speech that conforms to the

task, purpose, and audience of a given situation.

Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Vocabulary4 3 2 1

Students demonstrate they have the ability to:

Analyze the cumulative impact of specific word choices on meaning and tone in a text (for example, how the language evokes a sense of time and place; how it sets a formal or informal tone).

Student demonstrates s/he has the ability to: Analyze nuances in the meaning of

words with similar denotations in a text

Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings

Student demonstrates s/he has developed the ability to: Identify specific words that impact

meaning and tone in a text. Acquire and use accurately general

academic and domain-specific words and phrases, sufficient for reading, writing, and speaking and listening

Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Applying Grammar & Mechanics4 3 2 1

Students demonstrate they have command of the conventions of standard English capitalization, punctuation, grammar, and usage in context when writing or speaking to: Apply the understanding that usage is a

matter of convention, can change over time, and is sometimes contested

Resolve issues of complex or contested usage, consulting references as needed

Observe hyphenation conventions Vary syntax for effect, consulting references

for guidance as needed

Student demonstrates s/he has command of the conventions of standard English capitalization, punctuation, grammar, and usage in context when writing or speaking to: Use parallel structure Use various types of phrases (noun, verb,

adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent, noun, relative, adverbial) to convey specific meanings

Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses

Use a colon to introduce a list or quotation

Student demonstrates s/he has developed the ability to: Use grammar

and usage in isolation

Use conventions in isolation

Student’s performance reflects insufficient progress towards foundational skills and knowledge.

Page 8: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 8 of 9

NAME:

Gun Rights and Gun Control

Step 1

First grouping—Mrs. Tuttle will assign; keep your cards!!

Which Cartoon do you have? 1 2 3 4

What symbols do you recognize? What do these represent?

What is the author’s main idea or purpose or central idea? Think: If the author wrote this as a claim, what would their claim be?

Step 2 (On back):

Mrs. Tuttle will assign new groups—keep your cards!! With your new group, compare the 2 cartoons you have using the diagram on the back.

o 1 & 2 will be together and use the top half; 3 & 4 will be together and use the bottom half

Step 3 (On back):

Mrs. Tuttle will assign new groups—keep your cards!! With your new group, you will be comparing and contrasting the central ideas (main claim)

made by each of the cartoons and determining what they all 4 have in common

Page 9: Gun Control Intro Lesson

Abby Tuttle 4/15/2016 Student Teaching, East Page 9 of 9

Cartoon 1 Cartoon 2

Cartoon 3

Cartoon 4

Shared Ideas – 1 & 2

Shared Ideas – 3 & 4

Shared Ideas – All 4 Cartoons