Social Issues Intro Lesson

8/17/2019 Social Issues Intro Lesson

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Abby Tuttle 4/15/2016

Student Teaching, East Page 1 of 9

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 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 buzzwords

o

Hand out cards (to place groups) while students are working.

(10 minutes) Group 1

o 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





Spiderman—3

Trucks—4


o Next, students will be partnered up to compare and contrast cartoons

o Fill in correct half of Venn Diagram on Graphic Organizer

Minions & Princesses (Matching card suit & number)

Spiderman & Trucks (Matching card suit & number)


o

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 each

o

What is the same

o What is different

(10 minutes) Closing:

o

Wrap up: Reflect on KW—were any questions answered today? What questions are peoplehoping to answer in this unit? Did more questions form?

o Clean up—return cards, re-organize copies of cartoons





Name _______________________ Block 4 8

Unit 4: Integrating Multiple Texts Writing Expository/Informative Texts

English 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 & Refugees

Income & Wages

Gun Rights or Control





Calendar

Weekly

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;

19

No 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

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

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, valid

Student 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 Texts

Category 4 3 2 1

Features

(Compare/

Contrast&

Rhetorical

Features)


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 h

not

provided

sufficient

evidence

Central

Idea






Student has analyzed how the author

develops a central idea throughout the

text.

Student has written about how this ideaemerges or is refined through the use of

specific details from the text.

Student has determined the central idea of

the text.

Student h

not

provided

sufficient

evidence

Structure In addition to score 3.0





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 h

not

provided

sufficient

evidence

Writing Informative/Expository Texts

Category 4 3 2 1

Organization In addition to score 3.0 performance,

the student demonstrates in-depth

inferences and applications that gobeyond the target.

Student organized the concepts and

the information in order to make

important connections anddistinctions throughout his/her

writing.

Student made connections and

distinctions between the important

concepts throughout his/her writing.

Student has

not provide

sufficientevidence.

Support In addition to score 3.0 performance,


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 provide

sufficient

evidence.

Style In addition to score 3.0 performance,



Student used appropriate and varied

transitions to create cohesion and

clarify relationships among concepts.

Student attempted to use transitions

between the ideas.

Student has

not provide

sufficient




Student Teaching, East Page 6 of 9 beyond the target.

Student used precise language that

was appropriate for the audience and

topic. Student established and

maintained a formal style and

objective tone throughout the paper.

Student used appropriate language

for the majority of the paper.

evidence.

Conclusion In addition to score 3.0 performance,



beyond the target.

Student constructed a conclusion

that articulated the implications or

significance of the topic.

Student included a basic conclusion. Student has

not provide

sufficient

evidence.

Delivering Presentations

4 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,

articulate

Student 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.

Vocabulary

Applying Grammar Mechanics

4 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


progress towards

foundational skills

and knowledge.

4 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 technicalmeanings

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


progress towards

foundational skills

and knowledge.









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





Cartoon 1 Cartoon 2

Cartoon 3 Cartoon 4

Shared Ideas – 1 & 2

Shared Ideas – 3 & 4

Shared Ideas – All 4 Cartoons

Documents

Social Issues Intro Lesson