ARGUING THROUGH THE COMMON CORE: EVERYTHING CAN BE AN ARGUMENT SUMMER 2014 BOARD OF EDUCATION JoAnn DeLauter, President George Haile, Vice President Marion Blane Dr. Nancy Kaplan Wendy Gargiulo Nina Lanci Janet Goller Susan Schwartz CENTRAL ADMINISTRATION John DeTommmaso Superintendent of Schools Cynthia Strait Régal Deputy Superintendent, Business Mara Bollettieri, Psy.D. Assistant Superintendent, Personnel & Administration David Seinfelld Assistant Superintendent, Curriculum, Instruction, & Assessment 2 ARGUING THROUGH THE COMMON CORE: EVERYTHING CAN BE AN ARGUMENT Written by: Adeline Atkins (Mepham High School) Audrey Drakos (Merrick Avenue Middle School) Edward Grosskreuz (Mepham High School) Rebecca Levy (Grand Avenue Middle School) Vivian Lopez (Kennedy High School) Christy Rochford (Kennedy High School) Project Administrators: Marie A. Netto Kim Serpe District Chairpersons - English 3 TABLE OF CONTENTS UNIT PAGE NUMBERS INTRODUCTION 5 7 – 12 SCOPE & SEQUENCE OF AIMS 6 – 8 GRADE 7 UNIT 9 – 53 GRADE 8 UNIT 54 – 104 GRADE 9 UNITS 105 – 151 GRADE 10 UNITS 152 – 228 GRADE 11 UNITS 229 – 293 GRADE 12 UNITS 294 – 357 4 INTRODUCTION Arguing Through the Common Core: Everything Can Be an Argument 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. Teachers from every grade level in the Bellmore- Merrick Central High School District, 7 – 12, collaborated to write lessons highlighting argumentation skills required for each grade level, with an emphasis on the first writing standard. The curriculum guide will help teachers teach the tools of argument analysis through a variety of mediums such as: Print Ads, Commercials, Infomercials, Documentaries, Speeches, Columns/Editorials, Nonfiction Essays, Literature as Argument, Synthesis and Research. Contained in the guide teachers will find informational texts, suggested lesson plans, activities and materials to help teachers meet the Common Core Learning Standards. Students in all Bellmore-Merrick Central High School District English courses will have the opportunity to develop and build upon skills learned in previous years. All of the lessons will identify the grade level specific Common Core Learning Standards that are addressed. 5 7-12 Scope and Sequence of Aims Grade 7: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 (One Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 (One Class (One Class (One Class (One Class Class Period) (One Class (One Class (One Class (One Class (One Class Period) Period) Period) Period) Period) Period) Period) Period) Period) Aim: How is Aim: Why is Aim: How Aim: How Aim: How do Aim: How Aim: How Aim: How Aim: How Aim: How a commercial it important does the can an diction and do determine do we can we do we prove do we an argument? to know the SOAPSTone author syntax affect a our own embed structure our our strengthen different strategy help persuade a reader’s stance? quotes position positions? our writing? methods of us analyze a reader with understanding within our papers persuasion? piece of logical of a work? writing? effectively? writing? appeals? Writing From Sources Topic: Should immigrants be required to learn English? Grade 8: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 (One Class (One Class (One Class (One Class (One Class (One Class (One Class (One Class (One Class (One Class Period) Period) Period) Period) Period) Period) Period) Period) Period) Period) Aim: How Aim: How Aim: How Aim: How Aim: What Aim: How Aim: How Aim: How Aim: How Aim: How can we can we can we can effects can a can we can we can we can we can we analyze a determine evaluate and appealing to writer’s understand understand organize our organize our develop and piece of the claim, distinguish logos, ethos, stylistic an argument an argument positions position write an writing by evidence, among and pathos choices have by by effectively? papers effective and considering and rationale different strengthen an on an identifying identifying effectively? compelling the context in of an types of argument? audience? and and argument? which it was argument? evidence? analyzing analyzing created? key elements key elements of rhetoric? of rhetoric? Writing From Sources Topic: Does technology connect us or make us more alone? Grade 9: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 (One Lesson 8 Lesson 9 Lesson 10 (One Class (One Class (One Class (One Class (One Class (One Class Class Period) (One Class (One Class (One Class Period) Period) Period) Period) Period) Period) Period) Period) Period) Aim: What is Aim: How do Aim: How do Aim: What Aim: How Aim: How Aim: How is Aim: How Aim: How Aim: an argument? we analyze appeals to are logical do a writer’s can we synthesizing can we can we Writing arguments? ethos, pathos, fallacies? stylistic effectively different from analyze our outline a from and logos choices analyze non- paraphrasing? peers’ writing Writing Sources strengthen impact a fiction by from sources from arguments? text? examining organizers? Sources logical essay? appeals, logical fallacies, diction, and syntax? Writing From Sources Topic: Have humans sent the Earth into an unnatural trend, or are natural forces still in control? Grade 10: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 Lesson 12 (One Class (One Class (One Class (One Class (One Class (Four Class (One Class (One Class (One Class (One Class (One Class (One Class Period) Period) Period) Period) Period) Periods) Period) Period) Period) Period) Period) Period) Aim: How Aim: How Aim: How Aim: How Aim: What Aim: How Aim: Why is Aim: How do Aim: Why Aim: How Aim: How Aim: How can we can do we does a are fallacies, can I develop organization I determine is research a do I use all does do I embed apply rhetorical analyze the writer or and how do a deep the key to a what vital first of my adding first quotations reading devices details an speaker use I recognize understanding successful evidence to step in research to person into my skills to bring style author uses persuasive one? of logical argumentative use and what preparing to formulate an point of argument “read” an to our in a piece of appeals to fallacies and paper, and evidence to argue your argumentati view shape to use as image? writing and writing? get others how they how do we discard when perspective? ve thesis? and move evidence to strengthen to agree to impact the organize this supporting our support my our his/her core message genre of my argument? claims? arguments? argument? of an writing? argument? argument? Writing From Sources Topic: Is standardized testing, such as Common Core exams, ELA and Math Assessments, and the SAT exam, beneficial to students’ educational growth, or does standardized testing adversely affect students? 7 Grade 11: Lesson 1 Lesson 2 Lesson 3 (1- Lesson 4 (1- Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 (One Class (One Class 2 Class 2 Class (One Class (One Class (Two Class (One Class (Two Class (Two Class (One Class Period) Period) Periods) Periods) Period) Period) Periods) Period) Periods) Periods) Period) Aim: What Aim: What Aim: Aim: What Aim: How Aim: How Aim: How Aim: Why Aim: How Aim: How Aim: How techniques are the basic How can types of can we can we can we is it can we can make can we do speakers elements of supporting appeals identify analyze how apply our important to formulate concessions organize our or writers a well- evidence make an common rhetorical knowledge understand and support and counter position use as they structured help to argument patterns of devices of rhetoric to divergent a position arguments? papers attempt to argument? bolster an persuasive? illogical convey the perspectives about a effectively? persuade argument? reasoning? meaning in documentary on key controversial others? the article, , issues? topic? “Invading “Generation Our Own Like”? Privacy”? Writing From Sources Topic: Are social networking sites good for our society? Grade 12: Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5 Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10 Lesson 11 (One Class (One Class (Three Class (Three (Three Class (One Class (Four Class (Four Class (Four Class (Four Class (One Class Period Period) Periods, Day Class Periods, Day 3) Period) Periods, Day Periods, Day Periods, Day Periods, Day Period) 1) Periods, 1) 2) 3) 4) Day 2) Aim: How Aim: How Aim: What Aim: What Aim: How can Aim: How Aim: Why Aim: How Aim: How Aim: How Aim: Why can we can we learn makes a makes a comparing and do logical is it can we can we can we is it better to make good good contrasting fallacies important to properly properly compose an important to understand evidence- argument? argument? arguments help impact consider all include include effective edit our an author’s based claims us to better arguments? sides of an counter- quotations/in conclusion? papers and intent through a understand argument arguments text citations how can we through a close what makes a when into our into our learn to edit close reading of a good argument? constructing essay? essay? a peer’s “reading”? speech? a written essay? argument? Writing From Sources Topic: The use of standardized tests in the college admission process. 8 GRADE LEVEL: 7 PART I: Analyzing Arguments Lesson 1 One Class Period Aim: How is a commercial an argument? Common Core Learning Standards: Standard Grade Standard Number RI 7 2 W 7 1, 2, 11 SL 7 1, 2 L 7 1, 2 Motivation: Complete the Anticipation Guide (Attachment 1).