Durham Public Schools 2013-2014

Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap Instructional Time: 4x4 block= 4.5 weeks Alternating Block & Traditional= 9 weeks

Unit Focus Concept: Argumentation

Webb’s Depth of Knowledge: Levels 1-4 of Webb’s Depth of Knowledge should be evident in student tasks.

Unit Summary: The teaching and learning throughout this unit focuses on developing, assessing, and critiquing arguments with a focus on both content of argument and rhetorical choices (is use of voice appropriate to the purpose and audience?). Students will be exposed to argument structure in non-print texts that may include, but are not limited to, video footage of political speeches, music, print copies of advertisements, examples of historical propaganda, and performance. Students will also examine print arguments (both informational and literature). By the end of this unit students should be able to (1) participate in presentation based argumentation (researched, traditional 3 speaker debates and or individual persuasive speeches); (2) evaluate effectiveness of a wide range of text base argumentation (argumentative essays, editorials, and primary documents) for historical biases, logical flaws, and rhetorical choices; and (3) analyze and synthesize information from multiple sources in order to develop a logical argument in which they cite evidence, organize, represent and interpret data, and anticipate rebuttals (counterclaims) to their claims. All work in this unit provides students with the opportunity to enhance their use of appropriate academic and domain specific vocabulary. Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap Common Core State Standards for Literacy in English Language Arts Grades 9-10 * Bold text indicates the skill progression contained in that standard for grades 9-10. Reading: Informational Texts Reading: Literature 1. Cite strong and thorough textual evidence to support 1. Cite strong and thorough textual evidence to analysis of what the text says explicitly as well as support analysis of what the text says explicitly as well inferences drawn from the text, including as inferences drawn from the text, including determining where the text leaves matters determining where the text leaves matters uncertain. uncertain. 3. Analyze a complex set of ideas or sequence of events 3. Analyze the impact of the author’s choices and explain how specific individuals, ideas, or regarding how to develop and relate elements of a events interact and develop over the course of the story or drama (e.g., where a story is set, how the text. action is ordered, how the characters are introduced and developed). 4. Determine the meaning of words and phrases as they 4. Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and are used in the text, including figurative and technical meanings; analyze how an author uses and connotative meanings; analyze the impact of specific refines the meaning of a key term or terms over the word choices on meaning and tone, including words course of a text (e.g., how Madison defines faction in with multiple meanings or language that is Federalist No. 10). particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) 5. Analyze and evaluate the effectiveness of the 5. Analyze how an author’s choices concerning how to structure an author uses in his or her exposition or structure specific parts of a text (e.g., the choice of argument, including whether the structure makes where to begin or end a story, the choice to provide a points clear, convincing, and engaging. comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. Writing 1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence. B. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. C. Use words, phrases, and clauses as well as varied syntax 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. 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. Provide a concluding statement or section that follows from and supports the argument presented. 6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. 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. Speaking & Listening 1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap B. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. C. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. D. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. 6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. Language 6. Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap Essential Questions:

How do I describe how an author structures an argument?

How does the author’s structure serve to emphasize his/her claim?

How do I evaluate an author’s argument? (Based on use of rhetoric, use of logical, ethical, and emotional appeals, logical fallacies and flaws, etc.)

How do I incorporate the thoughts of others into my own writing to relay a similar point of view or claim?

How do I analyze and synthesize information from multiple sources to create a logical argument?

Enduring Understandings:

Analyzing mentor texts helps us understand how to formulate our own effective arguments.

My choices in rhetoric (voice, appeals to logic, etc.) should vary based on audience.

The use of multiple credible sources to support a claim strengthens the overall argument presented.

It is always appropriate to adequately cite the use of ideas or phrases that are not my own.

All writing is based on Argumentation.

Academic & Domain Specific Vocabulary:

Analyze, cite, explicit, textual evidence, conclude, infer, inference, primary claim, objective, subjective, summarize, refine, advance, rhetoric, aspect, tone, diction, word choice, evoke, formal/informal tone, cultural point of view, coherent writing, idea development, organization, voice, sentence fluency, style, task, purpose, audience, planning, revising, editing, rewriting, draft, publish, collaborative/collegial discussion, clarify, verify, qualify, justify, appeals to logos- pathos-ethos, deductive and inductive reasoning, opening statement/closing argument, rebuttal/counterclaim, opposition, credibility

Implementation:

Below are evidence based best practice classroom activities and student tasks that are aligned to small clusters of the Common Core State Standards that are the focus of this Argument Structure unit. The activities are standards based and can be used with a wide variety of complex texts. In order to ensure clear instructional focus on the standards and student learning targets, teachers should select learning activities and student tasks that are aligned to the activity and student needs before selecting texts to use for classroom instruction. Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap

Vocabulary Acquisition and Word Skills Activity & Language Study: Gallery walk and word sort Learning Acquire and use accurately general academic and domain-specific words and phrases, sufficient for Focus reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. Acceptable Students will complete sorting and analysis activity based on three appeals (pathos, logos and ethos) using Student a variety of teacher selected and student selected print and non-print texts. Evidence Students participate in word wall manipulation, using problem solving or reasoning skills to match up terms with definitions.

Students summarize findings into glossaries (double sided or foldables) to be refined throughout unit. Instructional Students will view an online presentation on the three primary appeals (pathos, logos, and ethos) and then Activity analyze a series of non-print arguments (commercials, historical propaganda, and print media) for appeals, (appropriate sort into categories and determine effectiveness by writing a constructed response (modeled after MSL) for English outlining the author’s use of _____ to appeal to the audience’s sense of ______. III or IV, with teacher Link to presentation: modification s based on The Art of Rhetoric: Persuasive Techniques in Advertising: This online video describes how text advertisers use pathos or emotion, logos or logic, and ethos or credibility/character in order to persuade selection) consumers.

Teacher then selects a variety of print ads, historical or current propaganda, or commercials to use in a gallery walk, during which students analyze and sort texts into categories. Extension for at-home: students self-select a visual argument to analyze for use of appeals.

Using word wall match-up strategies, students will use problem solving and reasoning skills to match up terms with definitions, and in some cases create symbolic representation. Students will create individual glossaries (double sided journals or foldables) clarifying academic vocabulary for unit. Students will refer back to glossaries and refine their definitions of terms throughout unit.

Literary Reading Activity: Double-Entry Journaling Learning Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as Focus inferences drawn from the text, including determining where the text leaves matters uncertain.

Analyze the impact of the author’s choices regarding how to develop and relate elements of a story or drama (e.g., where a story is set, how the action is ordered, how the characters are introduced and developed).

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.)

Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.

Acceptable Constructed Responses that assess student understanding of the impact of author’s structural and stylistic Student choices as it relates to overall meaning of the text. Evidence Instructional NC Write Prompt 1: Is the truth important? Recently, several writers have admitted either plagiarizing or Activity for using exaggeration and complete fiction in works they claim to be factual. Does the message they are English III conveying override their lies? Take a stance on this issue, using information from at least three of the sources to support your argument. In your written response select a literary text you are familiar with to evaluate in response to this question. (sample: Elie Wiesel’s Night). Be sure to objectively address counterclaims, as well.

Link to instructional activities: http://www.ncwrite.com/CoursePrompts/Manage (scroll down to Is the Truth Important)

NC Write Prompt 2: What is the American Dream? Based on an anchor literary text we’ve covered in this course, write an essay describing what the "American Dream" entails as well as a claim about whether or not the depicted dream is still relevant in contemporary society.

Link to instructional activities: http://www.ncwrite.com/CoursePrompts/Manage (scroll down to What is the American Dream)

Instructional The lesson plan at the link below is aligned to the Common Core State Standards. It is based on the text Activity for “To Shoot an Elephant” located within the English IV Elements of literature anthology. Learning activities English IV are based on creation of a double-entry journal that analyzes the text and a short written response.

http://goo.gl/uUKV49

Informational Reading Activity: Backwards outlining Learning 1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well Focus as inferences drawn from the text, including determining where the text leaves matters uncertain. 3. Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. 5. Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. Acceptable Students annotate informational argumentative text and complete backward outline with accuracy and Student insight that shows understanding of Learning Focus. Evidence Instructional Students analyze an informational argument and complete a backwards outline in order to gain a clearer Activity for understanding of (1) how logical arguments are developed and (2) how the use of rhetoric (including English III appeals) serves to persuade an audience. & IV Guiding questions: How does the author develop his argument? Comment on the rhetorical function of each paragraph and explain the impact of each on the audience/reader. In your analysis, make sure to comment on the use of rhetorical strategies. Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap

English III Primary informational argumentative texts:  “Dreamland” (Randall) http://www.delanceyplace.com/view_sresults.php?2286

 NRA Press Conference in response to Sandy Hook shootings (Lapierre) http://www.nytimes.com/interactive/2012/12/21/us/nra-news-conference-transcript.html

English IV Sample Texts:

Choose from any on http://newsela.com/ --- Articles are of high interest and have the ability to be differentiated by lexile level.

Link to backward outline: http://goo.gl/3igfzA

Writing Activity: Research Project Learning Conduct short as well as more sustained research projects to answer a question or solve a problem; narrow Focus or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A. Develop and introduce claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases. B. Use words, phrases, and clauses as well as varied syntax 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.

Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information.

Acceptable Students will develop and support an argument to support a claim about author creditability by bridging Student textual occurrences to that of historical realities. Evidence Creation of Constructed Responses throughout the unit. Instructional Individualized teacher instruction of specific teacher (or student) chosen text complete with historical Activity documents leading into the creation of an argumentative essay. English III Sample activity: The link below asks students to examine and analyze an argumentative, historical document (Anne Putnam’s confession of 1706) and then make a claim about the validity of Arthur Miller’s fictional dramatization of her character in The Crucible.

Sample Activity: https://docs.google.com/document/d/1xCdP4YEGedJMuv9HRVShLlOgxk1e1v-6aq7XLWss9Jw/edit? usp=sharing

Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap Instructional Individualized teacher instruction of specific teacher (or student) chosen text complete with historical Activity for documents leading into the creation of the research paper. English IV Sample Activity: if reading Chaucer’s “Wife of Bath’s Tale” or “Pardoner’s Tale” (both of which are located in the English IV Elements of Literature anthology), one might include historical readings on medieval culture – specifically the church and role of women – to accompany the reading of the Chaucer text. This historical reading will ultimately turn into the research component for the unit and students can also find their own sources with the following task in mind: write an argument that supports the idea that Chaucer’s satire is based on historical reality. (for further information contact Elizabeth DeOrnellas or Leslie Street from Hillside)

Individual Lessons to break down the research process from establishing a plan to creation of final draft: http://ieli.unt.edu/research-paper-unit

Additional Resources: Scaffolding Methods for Research Writing: http://www.readwritethink.org/classroom-resources/lesson- plans/scaffolding-methods-research-paper-1155.html

Speaking & Listening Activity: Debating Learning Focus Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. A. Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas. B. Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed. C. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

Acceptable Students will conduct a student led debate on a content specific topic. Student Evidence Instructional Students prepare for a formal debate by accessing primary sources, synthesizing information, Activity for formulating claims, and anticipating counterclaims. Students participate in a teacher regulated debate. English III Students review footage of their debate with family member or mentor to evaluate effectiveness of argument.

Students Perform a debate/knockout bracket of student team debates. Teacher arranges teams and assigns affirmative or negative positions. Students prepare debate by accessing provided or self- selected sources, synthesizing information, formulating claims, and anticipating counterclaims. Students participate in a debate. Extension: Students review footage of their debate with family member or mentor to evaluate effectiveness of argument.

Debate proposition for English: Should the 2nd Amendment be repealed?

Useful sources: Durham Public Schools 2013-2014 English III & IV Unit 2 Roadmap  2nd amendment http://www.law.cornell.edu/constitution/second_amendment

 Overview of affirmative and negative claims http://constitutioncenter.org/media/files/guncontrol.pdf

 Home Office Statistical Bulletin, ‘Homicides, Firearm Offences and Intimate Violence 2009/10’, http://webarchive.nationalarchives.gov.uk/20110218135832/http://rds.homeoffice.gov.uk/rds/ pdfs11/hosb0111.pdf

 Firearms (Amendment) (No. 2) Act 1997 http ://www.legislation.gov.uk/ukpga/1997/5/contents

 Rubric to score debate https://docs.google.com/document/d/1T-ijFElKG5fVQL7P-3j- NU5pWLEGLKZMDC09XbYTPLw/edit?usp=sharing

Instructional While reading a specific text, instruct students to compare and contrast the characters within the text Activity for based on specific criteria. Perform a debate/knockout bracket of student team debates. English IV Sample Activity: If reading Macbeth, students can compare and contrast Macbeth and Lady Macbeth in terms of motivation, power, villainous qualities, etc. Student teams will then be required to develop strong arguments to support their chosen opinion of who is the stronger character and prepare for counterarguments during the debate. Teams will then systematically (i.e. NCAA-style bracket) debate the topic.