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10.1.3 Lesson 13 NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 3 • Lesson 13 10.1.3 Lesson 13 Introduction In this final lesson before the 10.1.3 End-of-Unit Assessment, students read pages 84–88 of “Dreaming of Heroes” from Friday Night Lights (from “With all those eyes focused on him” to “to carry the ball’”), in which Bissinger describes the Permian Panthers’ action-filled season opener. Students use the Season Opener: Actions and Reactions Tool to structure their analysis of the actions of key players in the season opener. Students then draw upon their work with the tool to discuss in groups how the events of the season opener develop the central ideas of identity, expectations, and tradition. Student learning is assessed via a Quick Write at the end of the lesson: How does Bissinger’s account of the final events of the season opener refine a central idea of the text? For homework, students complete a Parental Expectations Tool that prompts them to collect evidence from both the The Joy Luck Club and Friday Night Lights in preparation for the 10.1.3 End-of-Unit assessment. Students also review and expand their notes, annotations, Quick Writes, and tools. Standards Assessed Standard(s) RI.9-10.2 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. RI.9-10.3 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. Addressed Standard(s) SL.9-10.1.a, Initiate and participate effectively in a range of collaborative discussions (one-on-one, in e 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. 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. e. Seek to understand other perspectives and cultures and communicate effectively File: 10.1.3 Lesson 13, v2 Date: 5/26/15 Classroom Use: Starting 5/2015 © 2015 Public Consulting Group. This work is licensed under a 1 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/ NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 3 • Lesson 13 with audiences or individuals from varied backgrounds. Assessment Assessment(s) Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text. How does Bissinger’s account of the final events of the season opener refine a central idea of the text? High Performance Response(s) A High Performance Response should: Identify a central idea in the text (e.g., identity, expectations, tradition). Analyze how Bissinger’s account of the final events of the season opener refines this central idea (e.g., Bissinger’s account of the final events of the season opener refines the central idea of tradition, because Chris Comer’s ascension to “star running back of Permian High School” (p. 87) calls into question the previously established importance of tradition in Odessa. When Mike’s father dies, his brother Joe Bill convinces Mike to stay in Odessa by emphasizing the important role of tradition in Odessa; he counsels Mike that “there were so few places that could offer the same sense of allegiance and tradition” (p. 74). However, it takes only two good plays from Chris in his “first game ever on the Permian varsity,” and a single failing game from former star Don Billingsley, for Chris Comer to ascend to the position of “star running back” (p. 87). The crowd quickly transfers its allegiance from Don to Chris, as it reacts to Don’s poor performance by “rumbl[ing] that Charlie Billingsley’s boy sure as hell wasn’t going to follow in his father’s footsteps, at least not on the football field” (p. 86). The crowd’s readiness to shift its admiration from one player to another suggests that the community of Odessa values tradition and gives allegiance only as long as a player continues to succeed.). Vocabulary Vocabulary to provide directly (will not include extended instruction) mired (adj.) – involved; entangled euphoric (adj.) – intensely happy or confident entrapped (v.) – caught in or as in a trap fluke (n.) – accidental advantage; stroke of good luck File: 10.1.3 Lesson 13, v2 Date: 5/26/15 Classroom Use: Starting 5/2015 © 2015 Public Consulting Group. This work is licensed under a 2 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/ NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 3 • Lesson 13 Vocabulary to teach (may include direct word work and/or questions) None. Additional vocabulary to support English Language Learners (to provide directly) redeem (v.) – succeed or do something good after you have failed or done something bad sync (n.) – state in which two or more people or things move or happen together at the same time and speed composure (n.) – calmness, especially of mind, manner, or appearance Lesson Agenda/Overview Student-Facing Agenda % of Lesson Standards & Text: Standards: RI.9-10.2, RI.9-10.3, SL.9-10.1.a, e Text: “Dreaming of Heroes” from Friday Night Lights by H. G. Bissinger, pages 84–88 Learning Sequence: 1. Introduction of Lesson Agenda 1. 10% 2. Homework Accountability 2. 10% 3. Masterful Reading 3. 15% 4. Season Opener: Actions and Reactions Tool 4. 25% 5. Reading and Discussion 5. 25% 6. Quick Write 6. 10% 7. Closing 7. 5% Materials Student copies of the 10.1 Common Core Learning Standards Tool (refer to 10.1.1 Lesson 1) Copies of the Season Opener: Actions and Reactions Tool for each student Copies of the Glossary of American Football Handout for each student (optional) Student copies of the Short Response Rubric and Checklist (refer to 10.1.1 Lesson 1) Copies of the Parental Expectations Tool for each student File: 10.1.3 Lesson 13, v2 Date: 5/26/15 Classroom Use: Starting 5/2015 © 2015 Public Consulting Group. This work is licensed under a 3 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/ NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 3 • Lesson 13 Learning Sequence How to Use the Learning Sequence Symbol Type of Text & Interpretation of the Symbol 10% Percentage indicates the percentage of lesson time each activity should take. Plain text indicates teacher action. no Bold text indicates questions for the teacher to ask students. symbol Italicized text indicates a vocabulary word. Indicates student action(s). Indicates possible student response(s) to teacher questions. Indicates instructional notes for the teacher. Activity 1: Introduction of Lesson Agenda 10% Begin by reviewing the agenda and the assessed standards for this lesson: RI.9-10.2 and RI.9-10.3. In this lesson, students explore Bissinger’s action-filled description of the Permian Panthers’ season opener as they analyze how Bissinger structures the actions, reactions, and interactions in the text to develop central ideas. Students look at the agenda. Instruct students to take out their copies of the 10.1 Common Core Learning Standards Tool. Inform students that in this lesson they begin to work with a new standard: SL.9-10.1.e. Instruct students to individually read the standard on their tools and assess their familiarity with and mastery of the standard. Students read and assess their familiarity with standard SL.9-10.1.e. Instruct students to talk in pairs about what they think standard SL.9-10.1.e means. Lead a brief discussion about the standard. Student responses may include: o The standard requires students to be respectful of perspectives and cultures other than their own. o The standard requires students to express themselves clearly to groups of people from a range of backgrounds. File: 10.1.3 Lesson 13, v2 Date: 5/26/15 Classroom Use: Starting 5/2015 © 2015 Public Consulting Group. This work is licensed under a 4 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License http://creativecommons.org/licenses/by-nc-sa/3.0/ NYS Common Core ELA & Literacy Curriculum Grade 10 • Module 1 • Unit 3 • Lesson 13 Activity 2: Homework Accountability 10% Instruct students to talk in pairs about how they applied focus standard RL.9-10.6 or RI.9-10.6 to their Accountable Independent Reading (AIR) texts. Lead a brief share out on the previous lesson’s AIR homework assignment. Select several students (or student pairs) to explain how they applied the focus standard to their AIR texts. Students (or student pairs) discuss and share how they applied the focus standard to their AIR texts from the previous lesson’s homework. Instruct students to form pairs and discuss their responses to the second part of the previous lesson’s homework. (Read pages 84–88 of “Dreaming of Heroes” and use the Central Ideas Tracking Tool to trace the development of central ideas in the text.) See Model Central Ideas Tracking Tool for sample student responses. Lead a brief whole-class discussion of student responses.
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