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9th-10th Grade Common Core Unit of Study

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Santa Ana Unified School District Common Core Unit Planner-Literacy

Unit Title: Conflict is inevitable Grade

Level/Course: 9th-10th Grade ELA Time Frame: 10 days

Big Idea (Enduring

Understandings):

Big Idea:Conflict Enduring Understandings: Conflict is inevitable 

Essential Questions:

Should conflict be embraced? (Preparing the Learner Lesson 1 and Lesson 2) How does conflict impact relationships? ( All lessons and summative assessment) How does silence impact conflict? (Lesson 2) Is conflict valuable? (Lesson 3) What are the possible results of avoiding conflict? (Lesson 4)

Instructional Activities: Activities/Tasks

 

Lesson: 4(3-4 days) and 5(2 Days)

Activity: Read and circle unknown words, and underlinerepeated words

Activity: Jigsaw with a group of four-Summarize their part and discuss the author’s purpose.

Activity: Focus on essential question-Tree map onembracing or avoiding conflict

Complex Text: “The Unknown Citizen” (3-4 days)

(**Lesson 5 is the Summative Assessment Lesson) (2 Days)

Read 1 Read2 Read 3

Lesson: 1-Preparing the Learner Lesson(2 days)

Activity: unencumbered read

Activity:Partner Share: Text dependent

questions and Class Round Robin

Activity:Pre-Assessment:

Argumentative Writing

Complex Text: “The Lady, or the Tiger?” (synopsis& excerpt)

Read 1 Read 3Read2

Lesson: 2 (2 Days)

Activity: Pull out significant quotes that speak to the author’s perspective

Activity: Compare and contrast two excerpts from the text

Activity: Pair read last paragraph and create an argument related to the essential question

Complex Text: “Hope, Despair, and Memory”

Read 1 Read2 Read 3

Lesson: 3 (3days)

Activity: Unencumbered read-circle new vocabulary words

Activity: Figurative Language Tree Map

Activity:Focus on Pronouns-Individual vs. group

Complex Text: “I Have a Dream” Speech

Read 1 Read2 Read 3

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21st Century Skills:

Learning and Innovation:

Critical Thinking & Problem Solving Communication& Collaboration Creativity & Innovation 

Information, Media and Technology:

Information Literacy Media Literacy Information, Communications & Technology Literacy

Essential Academic Language:

Tier II:inevitable, translucent, embrace, endure, humiliation, transcend, bewilderment, anguish, naïve, accomplish, cattle cars, committed, promissory note, beacon, languishing, inextricably, unalienable, heir, degenerate, militancy, tribulations, Emancipation Proclamation, exile, manacles, redemptive, saint, absurd, proper, certainly, Social Psychology, content, installment, scab, dues, mates, sensible, union, phonograph, eugenist

Tier III:argument, claim, evidence, explanation, conclude, conflict, transition, reasons, conclude, simile, metaphor, imagery, figurative language

What pre-assessment will be given? Quickwrite in which they write an argumentative response to the essential question, “Should conflict be embraced?”

How will pre-assessment guide instruction? The students and teacher will see, from the rubric, where their argument and/or support for the argumentislacking.

Standards Assessment of Standards(include formative and summative)

Common Core Learning Standards Taught and Assessed (include one or more standards for one or more of the areas below. Please write out the complete text for the standard(s) you include.)

What assessment(s) will be utilized for this unit? (Include the types of both formative assessments (F) that will be used throughout the unit to inform your instruction and the summative assessments (S) that will demonstrate student mastery of the standards.)

What does the assessment tell us? 

Bundled Reading Literature Standard(s): 9-10 RL.1-- Cite strong and thorough textual evidence to

support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10 RL.2-- Determine a theme or central idea of a text and analyze in detail 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. 9-10 RL.10-- By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades

F) Exit slip: Determine what the main idea of “The Unknown Citizen” is. Use quotes from the poem to support your response. (Lesson 4, 1st read)

(F) Exit slip: Based on what you read, list 2 to 3 actions the “Unknown Citizen” took and state what conflict he avoided by taking those actions. (Lesson 4, 2nd read)

F) Create your own bumper sticker using any of the

These assessments will show students’ ability to cite textual evidence to support analysis. It will also show students’ ability to comprehend complex literature. This assessment addresses a student’s ability to determine

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9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9–10 text complexity band independently and proficiently.

resources provided: pictures, quotes on board, quotes from speech and/or thinking map to illustrate the main idea of Elie’s speech. (Lesson 2)

(F)All students return to their own desk and answer the question, “Did Elie embrace conflict? Why orwhy not? Support your response with textual support. (Lesson 2) (S) In a paragraph, consider the author’s final questions in the poem: “Was he free? Was he happy?” Do you think avoiding conflict makes people happy? What are the possible consequences of avoiding conflict? Use evidence from the poem to support your answer. (Teacher will use the provided rubric to assess student work.) (Lesson 4 assessment)

the theme a work. This shows the student’s ability to analyze how an author develops their theme throughout their writing. In this assessment, students evaluate the essential question as it relates to the author’s message. In addition, they are prompted to cite their claims with evidence.

Bundled Reading Informational Text Standard(s): 9-10.RIT.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

9-10.RIT.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.

9-10.RIT.9 – Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts.

9-10.RIT.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. 9-10 RIT.6-- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.

(F) – Students must provide evidence in Gallery Walk Handout, Figurative Language Table Map, and Conflict Tree Map. (Lesson 3)

(F) – Students must interpret examples of figurative language and respond to an exit ticket’s question about the effect of the use of this language (Lesson 3).

(F) – Students must respond to exit ticket questions and the Conflict Tree Map to show they understand King’s argument (Lesson 3)

(S) – Students must determine King’s perspective on the value of conflict and provide evidence to support their claim (Lesson 3).

The requirement to include evidence tells us whether students are able to find relevant evidence to support claims.

The Figurative Language Table shows us whether students understand the use of figurative language and how it affects a reader’s emotions.

The Conflict Tree Map and exit slips show us whether students understand King’s point.

The summative assessment shows not only whether students understand King’s argument but also whether they are progressing in their ability to support an argument with textual evidence.

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Common Core Learning Standards Taught and Assessed (include one or more standards for one or more of the areas below. Please write out the complete text for the standard(s) you include.)

What assessment(s) will be utilized for this unit? (Include the types of both formative assessments (F) that will be used throughout the unit to inform your instruction and the summative assessments (S) that will demonstrate student mastery of the standards.)

What does the assessment tell us? 

Bundled Writing Standard(s): 9-10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

(S) In a paragraph, consider the author’s final questions in the poem: “Was he free? Was he happy?” Do you think avoiding conflict makes people happy? What are the possible consequences of avoiding conflict? Use evidence from the poem to support your answer. (Teacher will use the provided rubric to assess student work.) (Lesson 4 assessment)  (S) Honors classes may be assigned the task to rewrite the poem focusing on the “unknown citizen” taking different actions that lead to conflict.How would his life be different had he not avoided conflict? What actions would lead to conflict in his life?(Lesson 4)

(F) Create your own bumper sticker using any of the resources provided: pictures, quotes on board, quotes from speech, thinking map sentence, to illustrate the main idea of Elie’s speech (Lesson 2)

(F)All students return to their own desk and answer the question, “Did Elie embrace conflict? Why? Why not? Support your response with text (Lesson 2).

(F) Students must provide evidence in all activities completed during class (Lesson 3--emphasis on Gallery Walk handout, Figurative Language Table, and Conflict Tree Map).

(S) Students must write an argument in which they make a claim about ways conflict can bring people together and support it with evidence from King’s speech and explanation (Lesson 3).

This assessment tells me that students were able to effectively write claims and support their claims with text and valid reasoning. Both of these assessments will show the student’s ability to support arguments with claims supported by text and valid reasoning. This tells us whether students are making progress toward gathering relevant evidence. This tells us whether students are making progress from the pre-assessment and the previous lesson in constructing arguments that support claims in a valid, relevant, and sufficient manner.

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BundledSpeaking and Listening Standard(s): 9-10 SL.1-- Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 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. b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, and presentation of alternate views), clear goals and deadlines, and individual roles as needed. c. Propel conversations by posing and responding to questions that relate the currentdiscussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions. d. Respond thoughtfully to diverse perspectives, summarize points of agreement anddisagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

(F) – Students participate in partner, group, and full-class discussions to complete each of the activities throughout the lesson. All students are expected to participate and to explain why they have made a choice or given an answer (Lesson 1) (F) Students discuss what the author’s purpose was in writing “The Unknown Citizen.” What is the author trying to get you to understand? (Lesson 4, 2nd read) (F)- Review Class Circle Map and conduct a “whiparound” where students will state their opinion on the Enduring Understanding, Students will respond to the sentence frame, “In my opinion, Conflict is or is not inevitable because…” (Lesson 1) (S) Argumentative Digital Presentation (Lesson 5/Summative assessment) Students will create a digital argumentative in which they answer the following question: a. Because conflict is inevitable, should it be embraced or avoided? b. Be sure to consider relationships, society, and ourselves (internal conflicts)

This tells us whether students can articulate their own ideas in a manner that responds to that of a partner or the rest of the class. It also helps us to see if students are making progress toward understanding the elements of argument without the difficulties in writing they may face. This assessment will show the teacher to what extent the students are able to respond thoughtfully to diverse perspectives, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

How well students can state a claim and validate their claim with evidence from the text. It increases their knowledge of technology for 21st Century skills.

Bundled Language Standard(s): 9-10.L.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings 9-10. L.1-- Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. a. Use parallel structure.* b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

(F) – Students will complete an activity (Figurative Language Table) in which they identify examples of figurative language, translate them into literal language, and evaluate the emotion they elicit (Lesson 3) (F) – Students will complete an exit slip activity in which they discuss why King might have used figurative language in his argument (Lesson 3)

This will show us whether they can identify and interpret figurative language. This will show us whether students understand the purpose behind using figurative language in a speech or piece of writing.

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Resources/ Materials:

Complex Texts to be used Informational Text(s) Titles:Excerpts from “The Lady,or the Tiger,” “I Have a Dream” by Martin Luther King, Jr. “Hope Despair and Memory” by Elie Wiesel Literature Titles: Text of a scene from The Matrix, “The Unknown Citizen” (Poem) Primary Sources: Photographs of Elizabeth Eckford entering Little Rock High School and a nonviolent protest in front of Woolsworth Media/Technology: Norman Rockwell paintings The Problem We All Live With, Southern Justice, and Negro in the Suburbs, Video “Missing Piece”, http://www.shmoop.com/unknown-citizen/ , Pleasantvillevideo clip. Other Materials: Photographs of Martin Luther King, Jr. giving his speech, Picture of Elie Wiesel in concentration camp, Tag board for “themes,” rubric for argumentative writing, conflict cards, Gallery walk handout, emotion wheel,

Interdisciplinary Connections:

Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. math, social studies, art, etc.) Students can make connections to their history courses in our discussion of the Civil Rights movement; students can also make connections to current political/cultural events and examples of conflict or discrimination. Students can make connections between the emotional impact of figurative language and images in artwork (paintings and photography). Students are building a growing understanding through all of the lessons of how people persuade one another (both through text and bumper sticker slogans) – this can apply to history, culture, science, and possibly other courses as well.

Differentiated Instruction:

Based on desired student outcomes, what instructional variation will be used to address the needs of English Learners by language proficiency level? Students can be provided with sentence frames and additional vocabulary support; teachers can choose between having students find examples of figurative language and providing examples for them to analyze; teachers can read the excerpts aloud instead of having them read it independently.

Based on desired student outcomes, what instructional variation will be used to address the needs of students with special needs, including gifted and talented? Special Needs: Teachers can perform the first unencumbered read with the students. Pair students with similar proficiency levels and provide text dependent questions that will provide guided inquiry asstudents access the complex text. GATE:

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Students can be given extended directions for the first read (answering Who, What, When, Where, Why or finding the most meaningful word, phrase, etc.); students can do additional research on background or other historical examples; students can find their own examples instead of using teacher-provided examples for Figurative Language and Conflict tree maps (Lesson 3). Have students create a bumper sticker that illustrates the theme of the poem as it relates to the conflict (Lesson 4). Rewrite the poem, “The Unknown Citizen,” have students choose different actions that will lead to conflict and then have students explain how the changes in actions changed the meaning of the poem (Lesson 4).

 

SAUSD Common Core Lesson 1

SAUSD Common Core Lesson Planner Teacher:

Unit: Lesson #:1 Preparing the Learner Lesson

Grade Level/Course: English 9/10

Duration: 2 periods Date:

Common Core and Content Standards

Content Standards: 10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 10.SL.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 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.

Materials/ Resources/

Lesson Preparation

• Circle Map (Appendix 1A) • “The Lady, or the Tiger” Synopsis and Companion Texts (Appendix 1B) • Text Dependent Questions (Appendix 1C) • http://learningenglish.voanews.com/audio/audio/5922.html(Audio of “The Lady, or the Tiger”

(abridged version) • Conflict Definition sheet (Appendix D) • List of Vocabulary Terms for preparing the learner ( Appendix E 1, E2, and E3) • Rubric for Argumentative Writing Unit (Appendix F) • Model for Slide 1 and 2 of Digital Presentation (Appendix G) • Document Camera • Projector

Objectives

Content: Day 1- Students will learn that conflict always has a resolution, even when an individual chooses not to address it. Day 2-Students will identify the elements of an argument through an analysis of their own writing.

Language: Students will analyze nuances of vocabulary by stating a claim as a basis for an argument. .

Depth of Knowledge Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

College and Career Ready

Skills

Demonstrating independence Building strong content knowledge

Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing

Using technology and digital media strategically and capably

Coming to understand other perspectives and cultures

Common Core Instructional

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Reading and writing grounded from text

Regular practice with complex text and its academic vocabulary

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from Lady & the Tiger It should be embraced

14

    Appendix 1B   

“The Lady, or the Tiger” Synopsis

“The Lady, or the Tiger,” by Frank R. Stockton is about a fairy tale king who entertains

his subjects through public trials with verdicts that are determined by chance. In every

trial, the accused subject (guilty or not) must choose to open one of two identical doors.

Behind one door is the reward—a beautiful lady to marry. If the accused subject chooses

this door, he is deemed to be innocent of the crime for which he is accused. Behind the

other door lies the punishment—a ferocious tiger. In this case, the accused is considered

guilty and receives his just punishment, getting ripped to shreds by a ferocious tiger.

When the king’s daughter takes on a lover, a courtier to the king, he is discovered and

jailed. This particular trial takes on personal significance for the king and the princess.

The young man’s hopes for survival rest with the princess. For, the princess, “possessed

of more power, influence, and force of character than anyone who had ever before been

interested in such a case, had done what no other person had done—she had possessed

herself of the secret of the doors. She knew in which of the two rooms, that lay behind

those doors, stood the cage of the tiger, with its open front, and in which waited the

lady.” Furthermore, the lady behind the “door of innocence” is the princess’s rival!

Stockton continues, now the point of the story is this: Did the tiger come out of that

door, or did the lady?

The more we reflect upon this question, the harder it is to answer. It involves a study

of the human heart which leads us through devious mazes of passion, out of which it is

difficult to find our way. Think of it fair reader, not as if the decision of the question

depended upon yourself, but upon that hot-blooded, semi-barbaric princess, her soul at a

white heat beneath the combined fires of despair and jealousy. She had lost him, but who

should have him? How often, in her waking hours and in her dreams, had she started in

wild horror, and covered her face with her hands as she thought of her lover opening the

door on the other side of which waited the cruel fangs of the tiger!

But how much oftener had she seen him at the other door! How in her grievous

reveries had she gnashed her teeth, and torn her hair, when she saw his start of

rapturous delight as he opened the door of the lady! How her soul had burned in agony

when she had seen him rush to meet that woman, with her flushing cheek and sparkling

eyes of triumph; when she had seen him lead her forth, his whole frame kindled with the

15

    Appendix 1B 

joy of recovered life; when she had heard the glad shouts from the multitudes, and the

wild ringing of the happy bells; when she had seen the priest, with his joyous followers,

advance to the couple, and make them man and wife before her very eyes; and when she

had seen them walk away together upon their path of flowers, followed by the tremendous

shouts of hilarious multitude, in which her one despairing shriek was lost and drowned!

…

The question of her decision is one not to be lightly considered, and it is not for me to

presume to set myself up as the one person able to answer it. And so I leave it with all of

you: Which came out of the opened door—the lady or the tiger?

16

STORYTELLER: The Lady, or the Tiger (abridged)

Long ago, in the very olden time, there lived a powerful king. Some of his ideas were progressive. But others caused people to suffer.

One of the king's ideas was a public arena as an agent of poetic justice. Crime was punished, or innocence was decided, by the result of chance. When a person was accused of a crime, his future would be judged in the public arena.

All the people would gather in this building. The king sat high up on his ceremonial chair. He gave a sign. A door under him opened. The accused person stepped out into the arena. Directly opposite the king were two doors. They were side by side, exactly alike. The person on trial had to walk directly to these doors and open one of them. He could open whichever door he pleased.

If the accused man opened one door, out came a hungry tiger, the fiercest in the land. The tiger immediately jumped on him and tore him to pieces as punishment for his guilt. The case of the suspect was thus decided.

Iron bells rang sadly. Great cries went up from the paid mourners. And the people, with heads hanging low and sad hearts, slowly made their way home. They mourned greatly that one so young and fair, or so old and respected, should have died this way.

But, if the accused opened the other door, there came forth from it a woman, chosen especially for the person. To this lady he was immediately married, in honor of his innocence. It was not a problem that he might already have a wife and family, or that he might have chosen to marry another woman. The king permitted nothing to interfere with his great method of punishment and reward.

Another door opened under the king, and a clergyman, singers, dancers and musicians joined the man and the lady. The marriage ceremony was quickly completed. Then the bells made cheerful noises. The people shouted happily. And the innocent man led the new wife to his home, following children who threw flowers on their path.

This was the king's method of carrying out justice. Its fairness appeared perfect. The accused person could not know which door was hiding the lady. He opened either as he pleased, without knowing whether, in the next minute, he was to be killed or married.

Sometimes the fierce animal came out of one door. Sometimes it came out of the other.

This method was a popular one. When the people gathered together on one of the great trial days, they never knew whether they would see a bloody killing or a happy ending. So everyone was always interested. And the thinking part of the community would bring no charge of unfairness against this plan. Did not the accused person have the whole matter in his own hands? 17

The king had a beautiful daughter who was like him in many ways. He loved her above all humanity. The princess secretly loved a young man who was the best-looking and bravest in the land. But he was a commoner, not part of an important family.

One day, the king discovered the relationship between his daughter and the young man. The man was immediately put in prison. A day was set for his trial in the king's public arena. This, of course, was an especially important event. Never before had a common subject been brave enough to love the daughter of the king.

The king knew that the young man would be punished, even if he opened the right door. And the king would take pleasure in watching the series of events, which would judge whether or not the man had done wrong in loving the princess.

The day of the trial arrived. From far and near the people gathered in the arena and outside its walls. The king and his advisers were in their places, opposite the two doors. All was ready. The sign was given. The door under the king opened and the lover of the princess entered the arena.

Tall, beautiful and fair, his appearance was met with a sound of approval and tension. Half the people had not known so perfect a young man lived among them. No wonder the princess loved him! What a terrible thing for him to be there!

As the young man entered the public arena, he turned to bend to the king. But he did not at all think of the great ruler. The young man's eyes instead were fixed on the princess, who sat to the right of her father.

From the day it was decided that the sentence of her lover should be decided in the arena, she had thought of nothing but this event.

The princess had more power, influence and force of character than anyone who had ever before been interested in such a case. She had done what no other person had done. She had possessed herself of the secret of the doors. She knew behind which door stood the tiger, and behind which waited the lady. Gold, and the power of a woman's will, had brought the secret to the princess.

She also knew who the lady was. The lady was one of the loveliest in the kingdom. Now and then the princess had seen her looking at and talking to the young man.

The princess hated the woman behind that silent door. She hated her with all the intensity of the blood passed to her through long lines of cruel ancestors.

Her lover turned to look at the princess. His eye met hers as she sat there, paler and whiter than anyone in the large ocean of tense faces around her. He saw that she knew behind which door waited the tiger, and behind which stood the lady. He had expected her to know it.

18

The only hope for the young man was based on the success of the princess in discovering this mystery. When he looked at her, he saw that she had been successful, as he knew she would succeed.

Then his quick and tense look asked the question: "Which?" It was as clear to her as if he shouted it from where he stood. There was not time to be lost.

The princess raised her hand, and made a short, quick movement toward the right. No one but her lover saw it. Every eye but his was fixed on the man in the arena.

He turned, and with a firm and quick step he walked across the empty space. Every heart stopped beating. Every breath was held. Every eye was fixed upon that man. He went to the door on the right and opened it.

Now, the point of the story is this: Did the tiger come out of that door, or did the lady?

The more we think about this question, the harder it is to answer. It involves a study of the human heart. Think of it not as if the decision of the question depended upon yourself. But as if it depended upon that hot-blooded princess, her soul at a white heat under the fires of sadness and jealousy. She had lost him, but who should have him?

How often, in her waking hours and in her dreams, had she started in wild terror, and covered her face with her hands? She thought of her lover opening the door on the other side of which waited the sharp teeth of the tiger!

But how much oftener had she seen him open the other door? How had she ground her teeth, and torn her hair, when she had seen his happy face as he opened the door of the lady! How her soul had burned in pain when she had seen him run to meet that woman, with her look of victory. When she had seen the two of them get married. And when she had seen them walk away together upon their path of flowers, followed by the happy shouts of the crowd, in which her one sad cry was lost!

Would it not be better for him to die quickly, and go to wait for her in that blessed place of the future? And yet, that tiger, those cries, that blood!

Her decision had been shown quickly. But it had been made after days and nights of thought. She had known she would be asked. And she had decided what she would answer. And she had moved her hand to the right.

The question of her decision is one not to be lightly considered. And it is not for me to set myself up as the one person able to answer it. And so I leave it with all of you:

Which came out of the open door – the lady, or the tiger?

  19

The Lady Or The Tiger?By Frank Stockton

Long ago, in the very olden time, there lived a powerful king. Some of his ideas wereprogressive. But others caused people to suffer.

One of the king's ideas was a public arena as an agent of poetic justice. Crime waspunished, or innocence was decided, by the result of chance. When a person wasaccused of a crime, his future would be judged in the public arena.

All the people would gather in this building. The king sat high up on his ceremonialchair. He gave a sign. A door under him opened. The accused person stepped outinto the arena. Directly opposite the king were two doors. They were side by side,exactly alike. The person on trial had to walk directly to these doors and open one ofthem. He could open whichever door he pleased.

If the accused man opened one door, out came a hungry tiger, the fiercest in theland. The tiger immediately jumped on him and tore him to pieces as punishment forhis guilt. The case of the suspect was thus decided.

Iron bells rang sadly. Great cries went up from the paid mourners. And the people,with heads hanging low and sad hearts, slowly made their way home. They mournedgreatly that one so young and fair, or so old and respected, should have died this way.

But, if the accused opened the other door, there came forth from it a woman, chosenespecially for the person. To this lady he was immediately married, in honor of hisinnocence. It was not a problem that he might already have a wife and family, or that hemight have chosen to marry another woman. The king permitted nothing to interferewith his great method of punishment and reward.

Another door opened under the king, and a clergyman, singers, dancers andmusicians joined the man and the lady. The marriage ceremony was quicklycompleted. Then the bells made cheerful noises. The people shouted happily. And theinnocent man led the new wife to his home, following children who threw flowers ontheir path.

This was the king's method of carrying out justice. Its fairness appeared perfect. Theaccused person could not know which door was hiding the lady. He opened either ashe pleased, without knowing whether, in the next minute, he was to be killed or married.Sometimes the fierce animal came out of one door. Sometimes it came out of the other.This method was a popular one. When the people gathered together on one of thegreat trial days, they never knew whether they would see a bloody killing or a happyending. So everyone was always interested. And the thinking part of the community

20

would bring no charge of unfairness against this plan. Did not the accused person havethe whole matter in his own hands?

The king had a beautiful daughter who was like him in many ways. He loved herabove all humanity. The princess secretly loved a young man who was the best-lookingand bravest in the land. But he was a commoner, not part of an important family.

One day, the king discovered the relationship between his daughter and the youngman. The man was immediately put in prison. A day was set for his trial in the king'spublic arena. This, of course, was an especially important event. Never before had acommon subject been brave enough to love the daughter of the king.

The king knew that the young man would be punished, even if he opened the rightdoor. And the king would take pleasure in watching the series of events, which wouldjudge whether or not the man had done wrong in loving the princess.

The day of the trial arrived. From far and near the people gathered in the arena andoutside its walls. The king and his advisers were in their places, opposite the two doors.All was ready. The sign was given. The door under the king opened and the lover of

the princess entered the arena.

Tall, beautiful and fair, his appearance was met with a sound of approval and tension.Half the people had not known so perfect a young man lived among them. No wonder

the princess loved him! What a terrible thing for him to be there!

As the young man entered the public arena, he turned to bend to the king. But he didnot at all think of the great ruler. The young man's eyes instead were fixed on theprincess, who sat to the right of her father.

From the day it was decided that the sentence of her lover should be decided in thearena, she had thought of nothing but this event.

The princess had more power, influence and force of character than anyone who hadever before been interested in such a case. She had done what no other person haddone. She had possessed herself of the secret of the doors. She knew behind whichdoor stood the tiger, and behind which waited the lady. Gold, and the power of awoman's will, had brought the secret to the princess.

She also knew who the lady was. The lady was one of the loveliest in the kingdom.Now and then the princess had seen her looking at and talking to the young man.

The princess hated the woman behind that silent door. She hated her with all theintensity of the blood passed to her through long lines of cruel ancestors.

21

Her lover turned to look at the princess. His eye met hers as she sat there, paler andwhiter than anyone in the large ocean of tense faces around her. He saw that she knewbehind which door waited the tiger, and behind which stood the lady. He had expectedher to know it.The only hope for the young man was based on the success of the princess indiscovering this mystery. When he looked at her, he saw that she had been successful,as he knew she would succeed.

Then his quick and tense look asked the question: "Which?" It was as clear to her asif he shouted it from where he stood. There was not time to be lost.The princess raised her hand, and made a short, quick movement toward the right. Noone but her lover saw it. Every eye but his was fixed on the man in the arena.He turned, and with a firm and quick step he walked across the empty space. Everyheart stopped beating. Every breath was held. Every eye was fixed upon that man. Hewent to the door on the right and opened it.

Now, the point of the story is this: Did the tiger come out of that door, or did the lady?The more we think about this question, the harder it is to answer. It involves a study ofthe human heart. Think of it not as if the decision of the question depended uponyourself. But as if it depended upon that hot-blooded princess, her soul at a white heatunder the fires of sadness and jealousy. She had lost him, but who should have him?

How often, in her waking hours and in her dreams, had she started in wild terror, andcovered her face with her hands? She thought of her lover opening the door on theother side of which waited the sharp teeth of the tiger!

But how much oftener had she seen him open the other door? How had she groundher teeth, and torn her hair, when she had seen his happy face as he opened the doorof the lady! How her soul had burned in pain when she had seen him run to meet thatwoman, with her look of victory. When she had seen the two of them get married. Andwhen she had seen them walk away together upon their path of flowers, followed by thehappy shouts of the crowd, in which her one sad cry was lost!

Would it not be better for him to die quickly, and go to wait for her in that blessedplace of the future? And yet, that tiger, those cries, that blood!

Her decision had been shown quickly. But it had been made after days and nights ofthought. She had known she would be asked. And she had decided what she wouldanswer. And she had moved her hand to the right.

The question of her decision is one not to be lightly considered. And it is not for meto set myself up as the one person able to answer it. And so I leave it with all of you:Which came out of the open door – the lady, or the tiger?

22

 

“The Lady, or the Tiger?” Excerpt – Holt Literature and Language Arts, 9th Grade                Appendix 1C 

Name ____________________________

Date ______________ Period ________

“The Lady, or the Tiger?” Text Dependent Questions

1. What conflict does the princess face? Is it external or internal?

Frame: The conflict the princess faces is____________. It is a __________ conflict because____________. __________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

2. What decision will the princess make? Support your answer with evidence from the text.

Frame: The princess will choose ___ because____________.__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

3. What evidence do you have to show that she will choose one door over the other? Frame: It isclear that the princess will choose ______.The evidence the author provides for this decision is_____. ___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

4. What complications will the princess face with each of the choices before her? Frame: Complications the princess may face with the” Tiger” door are ____________. Whereas, complications the princess may face with the “Lady” door are ____________.

___________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

 

 

 

23

Appendix D

CONFLICT-

The problem in the story.

There are 5 types of conflict found in movies and literature. A movie or story may have more than one.

The five types of conflict are:

1. Person vs. Person

2. Person vs. Self

3. Person vs. Society

4. Person vs. Nature

5. Person vs. God/Fate

24

Appendix 1E

Claim – n.  

An opinion that has to be proven.

 

If everyone stops driving the cars, there won’t be so much smog! 

25

Appendix 1E

Evidence – n. something that proves a claim or statement.

 

26

Appendix 1E

Explanation – n. The reasons you give for why something happened or why you did something: I think you owe me an explanation (=you should explain to me). explanation of/for There is no convincing explanation of the overall structure of the universe. There was no apparent explanation for the attack.

 

27

Appendix F

*Use this rubric with the Quickwrite and the Digital Presentation

Appearance and Content Rubric for: Argumentative Digital Presentation 

Teacher Name:  

Student Name: ________________________________________ 

CATEGORY  4  3  2  1 Claim & Counterclaim  Thoroughly addresses all 

parts of the prompt. Includes at least 3 clear and specific claims based on textual evidence. Counterclaim is presented and clearly refuted. 

Adequately addresses all parts of the prompt. Includes less than 3 specific claims based on textual evidence. Counterclaim is presented and somewhat refuted. 

Does not address all parts of the prompt. Claims may be lacking, may not be strong, or are not based on evidence. Counterclaim may be weak or missing. 

Does not address all parts of the prompt. Does not include any claims. No counterclaim is given. 

Evidence & Citations  Evidence is thoroughly and clearly explained. Proper citation is given for each piece of evidence. 

Evidence is clearly explained. Proper citation is given for most pieces of evidence. 

Evidence is not clearly explained. Citations are lacking for most pieces of evidence. 

Explanation of evidence is short, missing, or may be awkward. No citations are given. 

Style & Conventions  Presentation has no misspellings or grammatical errors. Sentences are clear, concise, and varied. 

Presentation has 1‐2 misspellings, but no grammatical errors. Most sentences are clear and show variety. 

Presentation has 1‐2 grammatical errors and few misspellings. Sentences may be awkward or unclear. 

Presentation has more than 2 grammatical and/or spelling errors. Sentences are very awkward. 

Presentation & Organization  All graphics are attractive (size and colors) and support the theme/content of the presentation. Must include 5‐10 slides. 

A few graphics are not attractive but all support the theme/content of the presentation. Still includes 5‐10 slides. 

All graphics are attractive but a few do not seem to support the theme/content of the presentation. May be under 5 slides. 

Several graphics are unattractive AND detract from the content of the presentation. Does not meet minimum requirement of slides. 

Multimedia Usage  Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use enhances presentation. 

Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use follows the flow of presentation. 

Media use may distract from presentation. 

Media may be lacking.

 

28

Because Conflict is inevitable, ,should it be embraced or avoided?

Appendix G29

Claim: Conflict is the key toClaim:  Conflict is the key to building one’s strength and thus should be embraced.

30

SAUSD Common Core Lesson

SAUSD Common Core Lesson Planner Teacher:

Unit: Lesson #:2

Grade Level/Course: 9/10 ELA

Duration: 2 periods Date:

Common Core and Content

Standards

Content Standards: RI.9.2-. Determine a central idea of a text and analyze its development over the courseof the text, including how it emerges and is shaped and refined by specificdetails; provide an objective summary of the text. RI.9.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). RI.9.6- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. RI.9.9- Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.

WS.9.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

Materials/ Resources/

Lesson Preparation

Day 1: • Circle Maps (Appendix 2G) • “Hope Despair and Memory” by Elie Wiesel (Appendix 2A) • Set of 1 photographs: Jewish slave laborers in the Buchenwald concentration camp near Jena,

Germany (Appendix 2B) • Student Response Handout for Day 1 (Appendix 2C)

Day 2 • Elie Wiesel, 4 photos of Silence (Appendix 2D) • Double Bubble(Appendix 2E) (Teacher Resource) • Tree Map (Appendix 2F) • Picture Links (Appendix 2H)

Objectives

Content: Content: Students will learn that refusing to engage in conflict can result in the suffering of self or others.

Language: Students will read, discuss, and defend their ideas based on the text presented.

Depth of Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

College and Career Ready

Skills

Demonstrating independence Building strong content knowledge

Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing

Using technology and digital media strategically and capably

Coming to understand other perspectives and cultures

Common Core Instructional

Shifts

Building knowledge through content-rich nonfiction texts

Reading and writing grounded from text

Regular practice with complex text and its academic vocabulary

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34

“Hope, Despair, and Memory” Elie  Wiesel  is  a  Romanian-­‐born  Jewish-­‐American  writer,  professor,  political  activist  (def:  person  who  speaks  out  in  favor  of  a  cause),  and  Holocaust  survivor.  He  is  the  author  of  57  books,  including  Night,  a  work  based  on  his  experiences  as  a  prisoner  in  the  Auschwitz,  Buna,  and  Buchenwald  concentration  camps.  He  won  the  Nobel  Peace  Prize  in  1986  for  speaking  out  against  violence,  repression,  and  racism.  The  committee  called  him  a  “messenger  to  mankind”  and  stated  that  through  his  struggle  to  come  to  terms  with  “his  own  personal  experience  of  total  humiliation  and  of  the  utter  contempt  (def:  considering  something  worthless)  for  humanity  shown  in  Hitler’s  death  camps”  as  well  as  his  “practical  work  in  the  cause  of  peace,”  Wiesel  had  delivered  a  powerful  message  “of  peace,  atonement  (def:  making  up  for  sins),  and  human  dignity  (def:  respect)”  to  humanity.  The  following  passage  is  an  excerpt  of  his  acceptance  speech  for  the  Nobel  Peace  Prize,  delivered  in  Oslo,  Norway  on  December  10,  1986.  

It  is  with  a  profound  (def:  great)  sense  of  humility  (def:  having  a  modest  opinion  of  one’s  own  value)  that  I  accept  the  honor  you  have  chosen  to  bestow  (def:  give)  upon  me.  I  know:  your  choice  transcends  (def:  goes  beyond)  me.  This  both  frightens  and  pleases  me.  

It  frightens  me  because  I  wonder:  do  I  have  the  right  to  represent  the  multitudes  (def:  great  numbers)  who  have  perished?  Do  I  have  the  right  to  accept  this  great  honor  on  their  behalf?  .  .  .    I  do  not.  That  would  be  presumptuous  (def:  assuming  something  without  a  good  reason).  No  one  may  speak  for  the  dead;  no  one  may  interpret  their  mutilated  dreams  and  visions.  

It  pleases  me  because  I  may  say  that  this  honor  belongs  to  all  the  survivors  and  their  children,  and  through  us,  to  the  Jewish  people  with  whose  destiny  I  have  always  identified.  

I  remember:  it  happened  yesterday  or  eternities  ago.  A  young  Jewish  boy  discovered  the  kingdom  of  night.  [Note:  This  is  the  phrase  Wiesel  used  in  Night  to  describe  his  experience  in  the  Holocaust.]  I  remember  his  bewilderment  (def:  confusion);  I  remember  his  anguish  (def:  great  distress,  suffering,  or  pain).  It  all  happened  so  fast.  The  ghetto  (def:  section  of  a  city  inhabited  primarily  by  members  of  an  ethnic  or  other  minority  group,  often  experiencing  hardship).  The  deportation  (def:  forcibly  sending  Jews  to  concentration  camps).  The  sealed  cattle  car  (def:  large  train  car  used  to  ship  Jews  to  concentration  camps).  The  fiery  altar  upon  which  the  history  of  our  people  and  the  future  of  mankind  were  meant  to  be  sacrificed.  

I  remember:  he  asked  his  father:  "Can  this  be  true?"  This  is  the  twentieth  century,  not  the  Middle  Ages.  Who  would  allow  such  crimes  to  be  committed?  How  could  the  world  remain  silent?  

And  now  the  boy  is  turning  to  me:  "Tell  me,"  he  asks.  "What  have  you  done  with  my  future?  What  have  you  done  with  your  life?"  

And  I  tell  him  that  I  have  tried.  That  I  have  tried  to  keep  memory  alive,  that  I  have  tried  to  fight  those  who  would  forget.  Because  if  we  forget,  we  are  guilty,  we  are  accomplices  (def:  person  who  helps  commit  a  crime).  

And  then  I  explained  to  him  how  naive  (def:  showing  lack  of  experience,  judgment,  or  information)  we  were,  that  the  world  did  know  and  remained  silent.  And  that  is  why  I  swore  never  to  be  silent  whenever  and  wherever  human  beings  endure  suffering  and  humiliation.  We  must  always  take  sides.  Neutrality  (def:  not  taking  a  side)  helps  the  oppressor,  never  the  victim.  Silence  encourages  the  tormentor,  never  the  tormented.  Sometimes  we  must  interfere.  When  human  lives  are  endangered,  when  human  dignity  is  in  jeopardy  (def:  danger),  national  borders  and  sensitivities  (def:  concerns)  become  irrelevant.  Wherever  men  or  women  are  persecuted  (def:  harassed  or  oppressed)  because  of  their  race,  religion,  or  political  views,  that  place  must  –  at  that  moment  –  become  the  center  of  the  universe.  

 

 

 

 

 

 

35

Reader #1

It  is  with  a  profound  sense  of  humility  that  I  accept  the  honor  you  have  chosen  to  bestow  upon  me.  I  know:  your  choice  transcends  me.  This  both  frightens  and  pleases  me.  

It  frightens  me  because  I  wonder:  do  I  have  the  right  to  represent  the  multitudes  who  have  perished?  Do  I  have  the  right  to  accept  this  great  honor  on  their  behalf?  .  .  .    I  do  not.  That  would  be  presumptuous.  No  one  may  speak  for  the  dead;  no  one  may  interpret  their  mutilated  dreams  and  visions.  

It  pleases  me  because  I  may  say  that  this  honor  belongs  to  all  the  survivors  and  their  children,  and  through  us,  to  the  Jewish  people  with  whose  destiny  I  have  always  identified.  

Reader #2

I  remember:  it  happened  yesterday  or  eternities  ago.  A  young  Jewish  boy  discovered  the  kingdom  of  night.  I  remember  his  bewilderment;  I  remember  his  anguish.  It  all  happened  so  fast.  The  ghetto.  The  deportation.  The  sealed  cattle  car.  The  fiery  altar  upon  which  the  history  of  our  people  and  the  future  of  mankind  were  meant  to  be  sacrificed.  

I  remember:  he  asked  his  father:  "Can  this  be  true?"  This  is  the  twentieth  century,  not  the  Middle  Ages.  Who  would  allow  such  crimes  to  be  committed?  How  could  the  world  remain  silent?  

Reader #3

And  now  the  boy  is  turning  to  me:  "Tell  me,"  he  asks.  "What  have  you  done  with  my  future?  What  have  you  done  with  your  life?"  

And  I  tell  him  that  I  have  tried.  That  I  have  tried  to  keep  memory  alive,  that  I  have  tried  to  fight  those  who  would  forget.  Because  if  we  forget,  we  are  guilty,  we  are  accomplices.  

And  then  I  explained  to  him  how  naive  we  were,  that  the  world  did  know  and  remained  silent.  And  that  is  why  I  swore  never  to  be  silent  whenever  and  wherever  human  beings  endure  suffering  and  humiliation.  We  must  always  take  sides.  Neutrality  helps  the  oppressor,  never  the  victim.  Silence  encourages  the  tormentor,  never  the  tormented.  Sometimes  we  must  interfere.    

Reader #4

When  human  lives  are  endangered,  when  human  dignity  is  in  jeopardy,  national  borders  and  sensitivities  become  irrelevant.  Wherever  men  or  women  are  persecuted  because  of  their  race,  religion,  or  political  views,  that  place  must  –  at  that  moment  –  become  the  center  of  the  universe.  

 

36

    Appendix 2B 

 

  

37

Conflict is Inevitable: “Hope, Despair, and Memory” Each  group  will  receive  a  quotation  from  a  speech  given  by  Elie  Wiesel.  Read  your  quotation  and,  considering  the  picture  displayed  on  the  overhead,  decide  what  the  quotation  might  mean  or  how  it  might  be  related  to  the  picture.  

My  Group’s  Quotation:  

Just  from  looking  at  the  quotation  and  the  picture,  we  think  this  means  .  .  .    

After  reading  the  speech,  we  think  this  means  .  .  .    

After  reading  the  speech  aloud  in  your  group  of  four,  work  together  to  create  a  double-­‐bubble  map  in  the  space  below.  You  need  to  compare  and  contrast  the  section  marked  for  Reader  #2  with  the  section  marked  for  Reader  #3.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Now,  write  two  complete  sentences  summarizing  the  similarities  and  differences  between  the  sections  for  Reader  #2  and  Reader  #3.  

 

 

 

 

38

After  reading  the  last  paragraph  (see  the  section  marked  for  Reader  #4)  and  viewing  the  four  pictures  representing  silence,  answer  the  two  questions  below  in  complete  sentences.  

How  does  Wiesel  believe  silence  impacts  conflict?  How  do  you  know?  

Which  of  the  four  pictures  best  portrays  the  type  of  silence  Wiesel  was  trying  to  overcome?  Why?  

Scoring Rubric Claim   Reasons   Evidence   Counterclaim   Grammar  

_____  Strong  (5)   _____  Convincing  (5)   _____  Convincing  (5)   _____  Disproved  (5)   ___  No/Few  Errors  (5)  

_____  Fair  (3)   _____  Included  (3)   _____  Included  (3)   _____  Included  (3)   ___  Some  Errors  (3)  

_____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   ___  Many  Errors  (1)  

      Total   _____  /  25  

Exit Ticket Wiesel  believes  an  individual  has  an  obligation  to  speak  when  he  or  she  encounters  conflict.  Under  what  circumstances  do  you  believe  a  person  has  an  obligation  to  speak  up?  Explain  your  answer  with  reasons  and  evidence/examples.  

39

http://www.examiner.com/article/silence‐speaks‐louder‐than‐words 

 

40

41

42

43

44

45

Victims of the Holocaust (The Past)

Survivor of the

Holocaust (The Past,

Present, and Future)

“It happened yesterday, or

eternities ago”

“The sealed cattle car”

“Our Peo-ple… sacri-

ficed”

“Who would allow such

crimes to be committed?”

Both were victims of the

Holocaust

Jewish

Both speak up for what they believe

in

“What have you done?”

W/my future? w/my life?

w

“I have tried … to keep memory alive… to fight

those who would forget.”

“The world did know and re-

mained silent”

“Never be si-lent… {to} suf-fering and hu-

miliation”

“Must take sides”

“Must interfere”

Compare and contrast the blue section of the Speech (Victims of the Holocaust; past) to the Red section of the speech (Survivors; Past, present, and future) Frame of reference: A. What is the significance of the verbs that are used in each section? Why do you think the author uses the past, present, and future tense in the red section? (responsibility) B. What does this textual evidence tell us about conflict and silence?

Finally, write a bumper sticker on your exit slip that explains how Wiesel believes we should deal with conflict.

Appendix E

46

How does silence impact conflict?

silence lips

silence-by slytherin_

prince

silent statue

Acceptance Speech

Silence hurts the weak and those who are underrepresented

“The world did know and remained silent”

“Neutrality helps the oppressor, never

the victim”

“Silence encourages the tormentor, never the

tormented”

“Because if we forget, we are the guilty, we are

accomplices.”

Another hand over mouth

Silence is not always voluntary

The woman is forcefully forbidding her husband to speak.

47

Conflict

Prior Knowledge

Student Responses

Lesson 1/Day 2

Student Responses

from Lady & the Tiger It should be embraced

48

Conflict

Prior Knowledge

Student Responses

Student Responses

from Lady & the Tiger It should be embraced

Does “silence” impact conflict? 49

Conflict

Prior Knowledge

Student Responses

Student Responses

from Lady & the Tiger It should be embraced

“silence” impacts conflict

50

Appendix H

*If pictures cannot be displayed together, allow 1-2 minutes for studentsto view.

• http://www.examiner.com/article/silence-speaks-louder-than-words • http://commons.wikimedia.org/wiki/File:Le_Silence_by_Auguste_Preault.jpg • http://politichicks.tv/column/silence-the-death-knoll-of-liberty/silence/ • https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1525&bih=663

&q=family+violence+info+line%2C+Alberta&oq=family+violence+info+line%2C+Alberta&gs_l=img.3...30481.40559.0.41534.34.16.0.18.18.0.187.1468.13j3.16.0...0.0...1ac.1.5.img.LV1-bynz6hc#imgrc=-mFoAEIwElPDAM%3A%3BfHcEmATVF9lq4M%3Bhttp%253A%252F%252Fwww.child.alberta.ca%252Fhome%252Fimages%252Ffamilyviolence%252Fimg_opfvb_hand_older_male.jpg%3Bhttp%253A%252F%252Fwww.vancouvermra.com%252Fp%252Fpdf-docs.html%3B1700%3B2200

• http://commons.wikimedia.org/wiki/File:Elie_Wiesel_2012_Shankbone.JPG

 

51

SAUSD Common Core Lesson 3

SAUSD Common Core Lesson Planner Teacher:

Unit: Lesson 3

Grade Level/Course: English 10

Duration: 3 periods Date:

Common Core and Content

Standards

Content Standards: 10.RIT.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. 10.RIT.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone. 10.RIT.9 – Analyze seminal U.S. documents of historical and literary significance, including how they address related themes and concepts. 10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 10.SL.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 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. 10.L.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.

Materials/ Resources/

Lesson Preparation

Day 1 • Photographs of Martin Luther King, Jr. giving his speech(Appendix 3A) 

 

• Excerptversion of Martin Luther King, Jr.’s “I Have a Dream” speech, paragraphs 2-5 and 8-11 with text dependent questions (Appendix 3B)

• Viewing Guide Handout(Appendix 3C) Day 2

• Gallery Walk Pictures: Norman Rockwell paintings– Southern Justice, , and Photographs of Elizabeth Eckford, Woolworth’s Sit in and peaceful protest in front of Woolworth’s Appendix 3D

• Gallery Walk Handout with Wheel of Emotion (Appendix 3E) • Figurative Language Table (Appendix 3F) • Figurative Language Tree Map with Pre-Selected Quotations Teacher Resource (Appendix 3G)

Day 3 • Clean copy of MLK speech (Appendix 3H) • Rubric for Summative Assessment (Appendix 3I) • Circle Map (Appendix J)

Objectives

Content: Students will be able to analyze Martin Luther King Jr.’s “I Have a Dream speech” in order to understand the difference between individual and collective responsibility and make a claim about how conflict can bring people together.

Language: Students will analyze figurative language and pronouns while reading the speech. Students will write an argument about the ways conflict can bring people together using textual evidence from King’s speech.

Depth of Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

College and Career Ready

Skills

Demonstrating independence Building strong content knowledge

Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing

Using technology and digital media strategically and capably

Coming to understand other perspectives and cultures

Common Core Instructional

Shifts

Building knowledge through content-rich nonfiction texts

Reading and writing grounded from text

Regular practice with complex text and its academic vocabulary

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promissory note, simile, metaphor, imagery, figurative language, conflict, claim, evidence

beacon, languishing, inextricably

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56

Attachment 3A

�http://life.time.com/civil-rights-movement/mlk-the-freedom-rides-photos/attachment/51262_c8_21a/

57

Attachment 3A

http://www.workingoutthedetails.com/inspiration-to-face-the-difficulties-of-today-and-tomorrow/

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New York be

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been the veter

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satisfied as lo

long as our b

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never be satis

For Whites O

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60

 

 

 

61

Appendix 3D

Gallery Walk Photos

Picture 1--Woolworth Sit In

photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/5.html Picture 1 Continued (Woolworth’s)

62

Appendix 3D

The Woolworth Sit-In, Jackson Mississippi, 5/28/63 was the most violently attacked sit-in of the '60s and the most publicized. Involving a White mob of several hundred, it went on for several hours while hostile police from Jackson's huge all-White police department stood by approvingly outside and while hostile FBI agents inside (in sun-glasses) "observed." Seated, left to right are Hunter Gray (John R. Salter, Jr.) -- Native American; Joan Trumpauer (now Mulholland), a White Southern student at a private Black college, Tougaloo College [one of two White students at Tougaloo]; Anne Moody, Black, from Wilkinson County, Mississippi. Gray [Salter] was a very young Tougaloo professor; and Joan and Anne were my students. All of us are covered with sugar, salt, mustard, and other slop. I was beaten many times -- fists, brass knuckles, and a broken glass sugar container -- and am covered with blood. http://www.google.com/imgres?imgurl=http://hunterbear.org/sitin.jpg&imgrefurl=http://hunterbear.org/Woolworth%2520Sitin%2520Jackson.htm&h=668&w=875&sz=653&tbnid=2dFnHby5-_P4hM:&tbnh=90&tbnw=118&zoom=1&usg=__azlz2p8gFhVa3eAVLbJiUsJ96dg=&docid=r34nCn7kMyvEuM&hl=en&sa=X&ei=cPNmUYeqK6atiQLdtICoBw&sqi=2&ved=0CDUQ9QEwAQ&dur=374

63

Appendix 3D

Picture 2- Elizabeth Eckford

Elizabeth Ann Eckford made history as a member of the Little Rock Nine, the nine African-American students who desegregated Little Rock Central High School in 1957. The image of fifteen-year-old Eckford, walking alone through a screaming mob in front of Central High School, propelled the crisis into the nation’s living rooms and brought international attention to Little Rock (Pulaski County).

photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/4.html

64

Appendix 3D

http://0.tqn.com/d/detroit/1/0/T/8/-/-/The-Problem-We-All-Live-With-8x5.jpg

In spring of 1960, Ruby Bridges was one of 6 black children in New Orleans to pass the test that determined whether or not the black children would go to the all white school. She went to a school by herself while the other 5 children went somewhere else. Six students were chosen; however, two students decided to stay at their old school, and three were transferred to Mcdonough. Ruby was the only one assigned to William Frantz. Her father was initially reluctant, but her mother felt strongly that the move was needed not only to give her own daughter a better education, but to "take this step forward ... for all African-American children." Her mother finally convinced her father to let her go to the school. The court-ordered first day of integrated schools in New Orleans, November 14, 1960, was commemorated by Norman Rockwell in the painting The Problem We All Live With. As Bridges describes it, "Driving up I could see the crowd, but living in New Orleans, I actually thought it was Mardi Gras. There was a large crowd of people outside of the school. They were throwing things and shouting, and that sort of goes on in New Orleans at Mardi Gras." Former United States Deputy Marshal Charles Burks later recalled, "She showed a lot of courage. She never cried. She didn't whimper. She just marched along like a little soldier, and we're all very very proud of her."

65

    Appendix E 

Emotion I feel when I look at the picture Use the Wheel of Emotions on the back of the page for help.

How would you describe the emotional atmosphere (mood) in the picture? How do the people in the picture appear to feel? Identify one detail from the picture that supports your answer (e.g., a gigan-tic grin is evidence of happiness).

Look at the faces/body language of those in the picture. What conflicts are they experiencing? Identify at least two different conflicts. Each person in the picture might be facing a different conflict

Picture 1- Protest in front of Woolworth's

Picture 2- Elizabeth Eckford

Picture 3 Norman Rockwell Painting, The Problem We All Live With (of the little girl being escorted by US Marshals)

66

    Appendix 3 E

 

 

 

67

Martin Luther King’s “I Have a Dream Speech”

Analyzing the Figurative Language

Figurative Language

Example

Type of Figurative

Language

Translation into literal lan-

guage

Emotions I feel based on

the phrase

Sketch picture (image) of

phrase

68

Martin Luther King’s “I Have a Dream Speech”

Analyzing the Figurative Language

Figurative Language

Example Type of Figurative

Language

Translation into literal lan-

guage

Emotions I feel based on

the phrase

Sketch picture (image) of

phrase

Great beacon light of

hope

Manacles of

segregation and the

chains of discrimination

lonely island of poverty

America has given the

Negro people a bad

check

Until justice rolls down

like waters ...

Our bodies, heavy with

the fatigue of travel,

cannot gain lodging

Battered by the storms

of persecution and

staggered by the winds

of police brutality

69

Appendix 3H

Looking For Pronouns: “I Have a Dream” – Martin Luther King, Jr.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the

Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions

of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak

to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is

still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years

later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.

One hundred years later, the Negro is still languishing in the corners of American society and finds

himself an exile in his own land. So we have come here today to dramatize a shameful condition.

In a sense we have come to our nation's capital to cash a check. When the architects of our republic

wrote the magnificent words of the Constitution and the Declaration of Independence, they were

signing a promissory note to which every American was to fall heir. This note was a promise that all

men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty,

and the pursuit of happiness.

It is obvious today that America has defaulted on this promissory note insofar as her citizens of color

are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad

check, a check which has come back marked "insufficient funds." But we refuse to believe that the

bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of

opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand

the riches of freedom and the security of justice. . . .

We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow

our creative protest to degenerate into physical violence. Again and again we must rise to the majestic

heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the

Negro community must not lead us to a distrust of all white people, for many of our white brothers, as

evidenced by their presence here today, have come to realize that their destiny is tied up with our

destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot

walk alone.

As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There

are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be

satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never

be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of

the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is

from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of

their selfhood and robbed of their dignity by signs stating "For Whites Only". We cannot be satisfied as

long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which

to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and

righteousness like a mighty stream.

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you

have come fresh from narrow jail cells. Some of you have come from areas where your quest for

freedom left you battered by the storms of persecution and staggered by the winds of police brutality.

You have been the veterans of creative suffering. Continue to work with the faith that unearned

suffering is redemptive.

Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to

Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation

can and will be changed. Let us not wallow in the valley of despair.

70

Appendix 3H

Compare and Contrast Directions: Create a T-chart of King’s statements identifying the different conflicts that the Negro

faces (“the Negro”, "or “you”) and the responsibilities we as Americans (white people, African-

Americans, “we,” “our,” “America,” “the Negro people”) must collectively address

The Negro (individual) The American Collectively

Responding to the T-Chart

1. How does Martin Luther King describe individuals and their situation in society (individual action)?

__________________________________________________________________________________________

__________________________________________________________________________________________

2. How does Martin Luther King describe larger groups of people and their situation in society

(collective action)?

__________________________________________________________________________________________

__________________________________________________________________________________________

3. What conclusions can you make about facing conflicts as an individual or as a collective group?

How does this relate to conflicts our world is facing today or in your own life?

__________________________________________________________________________________________

__________________________________________________________________________________________

__________________________________________________________________________________________

71

Appendix 3I

*Use this rubric with the Quickwrite and the Digital Presentation

Appearance and Content Rubric for: Argumentative Digital Presentation 

Teacher Name:  

Student Name: ________________________________________ 

CATEGORY  4  3  2  1 Claim & Counterclaim  Thoroughly addresses all 

parts of the prompt. Includes at least 3 clear and specific claims based on textual evidence. Counterclaim is presented and clearly refuted. 

Adequately addresses all parts of the prompt. Includes less than 3 specific claims based on textual evidence. Counterclaim is presented and somewhat refuted. 

Does not address all parts of the prompt. Claims may be lacking, may not be strong, or are not based on evidence. Counterclaim may be weak or missing. 

Does not address all parts of the prompt. Does not include any claims. No counterclaim is given. 

Evidence & Citations  Evidence is thoroughly and clearly explained. Proper citation is given for each piece of evidence. 

Evidence is clearly explained. Proper citation is given for most pieces of evidence. 

Evidence is not clearly explained. Citations are lacking for most pieces of evidence. 

Explanation of evidence is short, missing, or may be awkward. No citations are given. 

Style & Conventions  Presentation has no misspellings or grammatical errors. Sentences are clear, concise, and varied. 

Presentation has 1‐2 misspellings, but no grammatical errors. Most sentences are clear and show variety. 

Presentation has 1‐2 grammatical errors and few misspellings. Sentences may be awkward or unclear. 

Presentation has more than 2 grammatical and/or spelling errors. Sentences are very awkward. 

Presentation & Organization  All graphics are attractive (size and colors) and support the theme/content of the presentation. Must include 5‐10 slides. 

A few graphics are not attractive but all support the theme/content of the presentation. Still includes 5‐10 slides. 

All graphics are attractive but a few do not seem to support the theme/content of the presentation. May be under 5 slides. 

Several graphics are unattractive AND detract from the content of the presentation. Does not meet minimum requirement of slides. 

Multimedia Usage  Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use enhances presentation. 

Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use follows the flow of presentation. 

Media use may distract from presentation. 

Media may be lacking.

 

72

Conflict

Prior Knowledge

Student Responses

Student Responses

from Lady & the Tiger It should be embraced

“silence” impacts conflict

73

SAUSD Common Core Lesson

SAUSD Common Core Lesson Planner Teacher:

Unit: Lesson #:4

Grade Level/Course: English 9/10

Duration: 3-4 days Date:

Common Core and Content

Standards

Content Standards: ELA 9-10 RL2: Determine a theme or central idea of a text and analyze in detail 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. ELA 9-10.RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. ELA 9-10.RL 10: By the end of grade 9, read and comprehend literature, including stories, dramas, and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the high end of the range. By the end of grade 10, read and comprehend literature, including stories, dramas, and poems, at the high end of the grades 9-10 text complexity band independently and proficiently. ELA 9-10.W.1: Write arguments to support claims in an analysis of substantive topics or text, using valid reasoning and relevant and sufficient evidence.

a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence.

b) Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns.

c) Use words, phrases, and clauses 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.

e) Provide a concluding statement or section that follows from and supports the argument presented.

ELA. 9-10.SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in 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 the 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 set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.

c) Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.

d) Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

ELA.9-10.L.1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent: noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.

Materials/ Resources/

Lesson Preparation

• Pleasantville video clip https://docs.google.com/file/d/0B5oI_jHrW1i9Y29uQklFRExTTzA/edit?usp=sharing

• copies of the Preparing the Learner-Pleasantville (Appendix Lesson 4A) • copies of the poem “The Unknown Citizen” (Appendix Lesson 4B) • Final Conflict Circle Map (Appendix 4C) • Alternative activities for Students (Appendix 4D)

74

SAUSD Common Core Lesson

• access to http://www.shmoop.com/unknown-citizen/ website

Objectives

Content: Students will determine the author’s main idea as it relates to conflict and cite textual evidence to support their analysis of the poem.

Language: Students will use a variety of sentence types to express their interpretation of the poem.

Depth of Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

College and Career Ready

Skills

Demonstrating independence Building strong content knowledge

Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing

Using technology and digital media strategically and capably

Coming to understand other perspectives and cultures

Common Core Instructional

Shifts

Building knowledge through content-rich nonfiction texts

Reading and writing grounded from text

Regular practice with complex text and its academic vocabulary

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dem

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ular

y (T

ier

II &

Tie

r II

I)

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SIM

PLE

E

XPL

AN

AT

ION

KEY WORDS ESSENTIAL TO UNDERSTANDING WORDS WORTH KNOWING

saint, absurd Social Psychology, content, installment, scab, dues, mates, sensible, union, phonograph, eugenist

STU

DE

NT

S FI

GU

RE

OU

T

TH

E

ME

AN

ING

proper, certainly served, satisfied, against, declare, interfered

Pre-teaching Considerations

Have video set up prior to the lesson. Preselect groups for 2nd reading activity. Identify students, ahead of time, who will need additional support and scaffolding with the vocabulary. Teacher can familiarize himself/herself with the author and history of the poem by going to: http://www.shmoop.com/unknown-citizen/ *Project the film cover in color for students to note the differences in color. * Make sure you are able to open and view the video clip before presenting to the class.

Lesson Delivery Comprehension

Instructional Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration Independent Practice

Guided Inquiry Reflection

Overview of Day 1

Lesson 4

1. Conflict and Pleasantville Clip

2. First read of “Unknown Citizen”

3. Think/ Pair/ Share

4. Text’s Message

Prior Knowledge, Context, and Motivation: Day 1

1) Students will analyze the film cover and do a quick write on the following question: How does the statement “Nothing is as simple as black and white” relate to our big idea of “Conflict is inevitable”? Students will then share out their ideas with the class. Sentence Frames: 75

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77

Name : ______________________________________ Date: _________ Period: ______

Attachment A

Big Idea: Conflict is inevitable. W.H. Auden- “The Unknown Citizen” Warm-up Directions: The picture displayed from this link http://www.dvdsreleasedates.com/covers/pleasantville-blu-ray-cover-14.jpg is the film cover for the movie Pleasantville. The setting takes place in a small town in the 1950s. After taking note of the major elements in the picture, answer the question below on the space provided. How does the statement “Nothing is as simple as black and white” relate to our big idea of “Conflict is inevitable”?

http://www.dvdsreleasedates.com/covers/pleasantville-blu-ray-cover-14.jpg

78

Name : ______________________________________ Date: _________ Period: ______

Attachment A

Video Clip Analysis Directions: In groups of four, you will each respond to the questions below AFTER viewing the Pleasantville video clip. Write your answers on the lines below. Be sure to share with your group and write down new ideas on your own paper. Questions: 1. Take note of how color is used to create tension between characters in the movie.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. How do the color choices symbolize the characters’ decision to avoid conflict?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Do any characters create conflict by challenging social norms? Give one example.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Are the changes you see in the characters positive or negative? Be specific in your

response.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

79

Teachers: The poem below is an example of how you may choose to chunk the text for the group reading.  

The Unknown Citizen by W. H. Auden He was found by the Bureau of Statistics to be One against whom there was no official complaint, And all the reports on his conduct agree That, in the modern sense of an old-fashioned word, he was a saint, For in everything he did he served the Greater Community. Except for the War till the day he retired He worked in a factory and never got fired, But satisfied his employers, Fudge Motors Inc. Yet he wasn't a scab or odd in his views, For his Union reports that he paid his dues, (Our report on his Union shows it was sound) And our Social Psychology workers found That he was popular with his mates and liked a drink. The Press are convinced that he bought a paper every day And that his reactions to advertisements were normal in every way. Policies taken out in his name prove that he was fully insured, And his Health-card shows he was once in hospital but left it cured. Both Producers Research and High-Grade Living declare He was fully sensible to the advantages of the Instalment Plan And had everything necessary to the Modern Man, A phonograph, a radio, a car and a frigidaire. Our researchers into Public Opinion are content That he held the proper opinions for the time of year; When there was peace, he was for peace: when there was war, he went. He was married and added five children to the population, Which our Eugenist says was the right number for a parent of his generation. And our teachers report that he never interfered with their education. Was he free? Was he happy? The question is absurd: Had anything been wrong, we should certainly have heard.

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The Unknown Citizen (To  JS/07  M  378  This  Marble  Monument  Is  Erected  by  the  State)  He  was  found  by  the  Bureau  of  Statistics  to  be  One  against  whom  there  was  no  official  complaint,  And  all  the  reports  on  his  conduct  agree  That,  in  the  modern  sense  of  an  old-­‐fashioned  word,  he  was  a  saint,  For  in  everything  he  did  he  served  the  Greater  Community.  Except  for  the  War  till  the  day  he  retired  He  worked  in  a  factory  and  never  got  fired,  But  satisfied  his  employers,  Fudge  Motors  Inc.  Yet  he  wasn't  a  scab1  or  odd  in  his  views,  For  his  Union  reports  that  he  paid  his  dues,  (Our  report  on  his  Union  shows  it  was  sound)  And  our  Social  Psychology  workers  found  That  he  was  popular  with  his  mates  and  liked  a  drink.  The  Press  are  convinced  that  he  bought  a  paper  every  day  And  that  his  reactions  to  advertisements  were  normal  in  every  way.  Policies  taken  out  in  his  name  prove  that  he  was  fully  insured,  And  his  Health-­‐card  shows  he  was  once  in  hospital  but  left  it  cured.  Both  Producers  Research  and  High-­‐Grade  Living  declare  He  was  fully  sensible  to  the  advantages  of  the  Installment  Plan2  And  had  everything  necessary  to  the  Modern  Man,  A  phonograph3,  a  radio,  a  car  and  a  frigidaire4.  Our  researchers  into  Public  Opinion  are  content    That  he  held  the  proper  opinions  for  the  time  of  year;  When  there  was  peace,  he  was  for  peace:    when  there  was  war,  he  went.  He  was  married  and  added  five  children  to  the  population,  Which  our  Eugenist5  says  was  the  right  number  for  a  parent  of  his  generation.  And  our  teachers  report  that  he  never  interfered  with  their  education.  Was  he  free?  Was  he  happy?  The  question  is  absurd:  Had  anything  been  wrong,  we  should  certainly  have  heard.  

                                                                                                                         1  scab:  (1)  a  worker  who  refuses  to  join  a  labor  union;(2)  a  union  member  who  refuses  to  strike  or  returns  to  work  before  a  strike  has  ended;(3)  a  worker  who  accepts  employment  or  replaces  a  union  worker  during  a  strike;(4)  one  who  works  for  less  than  union  wages  or  on  nonunion  terms  2  Installment  Plan:  buying  something  on  credit  and  paying  it  off  in  installments  instead  of  all  at  once  3  phonograph:  record  player  4  frigidaire:  refrigerator    5  Eugenist:  a  person  who  specializes  in  the  study  of  the  possibility  of  improving  the  qualities  of  the  human  species  or  a  human  population,  especially  by  such  means  as  discouraging  reproduction  by  persons  having  genetic  defects  or  presumed  to  have  inheritable  undesirable  traits  (negative  eugenics),  or  encouraging  reproduction  by  persons  presumed  to  have  inheritable  desirable  traits  (positive  eugenics)   81

Conflict

#1 Prior Knowledge

Student Responses

#2 Student Responses

from Lady & the Tiger #4 It should be

embraced

#3 “silence” impacts conflict

#5 Conflict can bring people together

Conflict is Inevitable

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Conflict is Inevitable: “The Unknown Citizen” What might have happened if . . .

.  .  .  people  like  Wiesel  didn’t  speak  up  about  the  Holocaust?  

.  .  .  African-­‐Americans  simply  accepted  segregation?  

Paraphrasing (def:  restate  in  your  own  words)

My  Group’s  Line:  

Our  Paraphrase:  

Who Was the Unknown Citizen?

Using  the  poem  to  help  you,  list  as  many  characteristics  of  the  Unknown  Citizen  as  you  can:  

 

Complete  the  following  chart  to  show  each  of  the  ways  the  Unknown  Citizen  avoided  conflict  and  the  consequence  of  each  action.  

Conflict  Unknown  Citizen  Faced   Actions  Unknown  Citizen  Took  to  Avoid  Conflict  

Consequence  (Good  or  Bad)  of  Action  

 

 

 

 

 

 

 

 

 

 

 

 

   

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Consider  the  final  two  lines  of  Auden’s  poem  and  the  characteristics/actions  you  listed  above.  Was  the  Unknown  Citizen  “free”?  Was  he  “happy”?  Why  or  why  not?  

Scoring Rubric Claim   Reasons   Evidence   Counterclaim   Grammar  

_____  Strong  (5)   _____  Convincing  (5)   _____  Convincing  (5)   _____  Disproved  (5)   ___  No/Few  Errors  (5)  

_____  Fair  (3)   _____  Included  (3)   _____  Included  (3)   _____  Included  (3)   ___  Some  Errors  (3)  

_____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   ___  Many  Errors  (1)  

      Total   _____  /  25  

Exit Ticket Do  you  think  people  who  avoid  conflict  live  a  more  happy  and  free  life?  Why  or  why  not?  Explain  your  answer  with  reasons  and  evidence/examples.  

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SAUSD Common Core Lesson

SAUSD Common Core Lesson Planner Teacher:

Unit: Lesson #:5-Summative Assessment Lesson

Grade Level/Course: English 9/10

Duration: 2 Days Date:

Common Core and Content

Standards

Content Standards: Writing Standards CCWS9.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses 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. e. Provide a concluding statement or section that follows from and supports the argument presented. College and Career Readiness Anchor Standards for Writing Text Types and Purposes* CCRSW.9.1-Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Production and Distribution of Writing CCRSW.9.6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others. Research to Build and Present Knowledge CCRSW.9.7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation. CCRSW.9.8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism. CCRSW.9.9- Draw evidence from literary or informational texts to support analysis, reflection, and research.

Materials/ Resources/

Lesson Preparation

• Argumentative Digital Presentation Assignment Sheet (Appendix A) • Digital Presentation Rubric (Appendix B) • Slide Outline (Appendix C) • Reflection Sheet (Appendix D) • Slides 1 and 2 (Appendix E) • Capzles.com link to Life Science Digital Presentation-

http://www.capzles.com/#/DEFF8E75-DFF2-41A8-AC49-C24A784183D3/?j=38CB6AD0-22C2-4358-B0F5-D80E6F8787FA

• Timer • PowerPoint Tutorials

http://presentationsoft.about.com/od/powerpoint2007/a/07beginguide.htm

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SAUSD Common Core Lesson

Objectives

Content: Students present an argumentative digital presentation in which they support their claims and analysis of text, using valid reasoning and relevant and sufficient evidence.

Language: Students will use words, phrases, and clauses 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.

Depth of Knowledge

Level

Level 1: Recall Level 2: Skill/Concept

Level 3: Strategic Thinking Level 4: Extended Thinking

College and Career Ready

Skills

Demonstrating independence Building strong content knowledge

Responding to varying demands of Valuing evidence audience, task, purpose, and discipline Comprehending as well as critiquing

Using technology and digital media strategically and capably

Coming to understand other perspectives and cultures

Common Core Instructional

Shifts

Building knowledge through content-rich nonfiction texts

Reading and writing grounded from text

Regular practice with complex text and its academic vocabulary

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Pre-teaching Considerations

Become familiar with multiple digital presentation programs, so you can provide appropriate support to students as they are completing the assignment. Go to this link for more information: http://presentationsoft.about.com/od/powerpoint2007/a/07beginguide.htm

Lesson Delivery Comprehension

Instructional Methods

Check method(s) used in the lesson:

Modeling Guided Practice Collaboration Independent Practice

Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation: Day 1 Intro

1. Explain to students that today they will complete a plan and most of the writing for an argumentative Digital Presentation.

2. Explain to students that we are using the term “Digital Presentation”. In today’s society there are many ways to digitally inform others in an organized presentation. PowerPoint is a popular way to present. Can you think of other ways to clearly present information? Have students discuss different ways that they have seen or used technology to present information; make a list.

3. Explain to students that you are about to show them a presentation from capzles.com from a 7th grade Life Science class. The Common Core State standards, specifically CCRSW.9.6,

86

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SAUSD Common Core Lesson

Collaboration

6. Place students into groups of 2, 3 or 4, but no more than 4. Students will work together in developing the digital presentation responding to the essential question. Explain to students that they will need to reach a consensus within their groups. They may not agree completely with what the group chooses, but they will need to learn how to provide support for the claim that was chosen by the group).

7. Next, tell students that they will have three minutes per slide to begin planning. Once students are in their groups, set and display a timer on the projector and have students plan slide 1 for three minutes, then have them move to slide 2 and plan for 3 minutes and so on until their presentation plan is completed. Encourage students to write as much as they can during each three minute segment. They can edit and revise tomorrow.(Students who need the support can be given Appendix C to help them in their planning)

Closure

8. Finally, the teacher will divide the class in half; one half as group A and the other as group B. Students within each collaborative group will number off from 1-4, then move, as experts on their group’s work, to Group A1, Group A2, Group A 3, and group A4; B’s will do the same, moving to group B1, B2, B3, and B4. Students will bring with them the plans that they have developed and share what they have planned. If time is limited, students can share their bumper stickers only or if the teacher would like to extend this part of the lesson to another day, students can share the entire plan, get feedback and recommendations from this group and bring back those recommendations to their original groups.

Day 2

1. This is a work day, take kids to the computer lab or allow them to use the computers within your class to begin creating the slides that they planned the day before. Remind students to use the rubric and the assignment sheet as guidelines for what to do and recommend different programs that students can use to create their presentations (PowerPoint, Prezi (http://prezi.com/ ),

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SAUSD Common Core Lesson

Capzles.com (http://www.capzles.com/ ) , wevideo (http://www.wevideo.com/ ) , and voicethread (http://voicethread.com/ ).

2. Circulate around the classroom to provide students with support when needed. This will require that you have visited these resources and made yourself familiar with the way they work before you ask students to do it).

3. Tell students that they should be able to finish this assignment during the class period, but if they want to spend more time on it at home or after school, they are more than encouraged to do so.

4. Give a two day window when students will present to the class.

Finally, have students fill out a rubric for their own assignment as well as project reflection (Appendix D).

Lesson Reflection

Teacher Reflection Evidenced by Student Learning/ Outcomes

89

    Attachment A 

 

Argumentative Digital Presentation Assignment 

Task: Create a digital presentation (eg. PowerPoint, Prezi etc.) in which you answer the following question:

Because conflict is inevitable, should it be embraced or avoided? Be sure to consider relationships, society, and ourselves (internal conflicts).

Content Guidelines

1. Your PowerPoint must include five to ten slides. 2. You must make a claim that responds to the prompt above. 3. Support your claim with at least three reasons using appropriately-

cited evidence. 4. You must address and refute at least one counterclaim. 5. Include at least two pieces of school-appropriate and relevant

multimedia (pictures, video, music, etc.). 6. Your final slide must include a bumper sticker (thematic

statement) that summarizes your strongest belief related to the question posed in the prompt.

Style Guidelines

7. Proofread your presentation for spelling and subject-verb agreement.

8. Consider your audience and use academic language! 9. Each slide should have a clear heading and be clearly formatted.   

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Appendix B 

Appearance and Content Rubric: Argumentative Digital Presentation 

Teacher Name:  

Student Name: ________________________________________ 

CATEGORY  4  3  2  1 Claim & Counterclaim  Thoroughly addresses all 

parts of the prompt. Includes at least 3 clear and specific claims based on textual evidence. Counterclaim is presented and clearly refuted. 

Adequately addresses all parts of the prompt. Includes less than 3 specific claims based on textual evidence. Counterclaim is presented and somewhat refuted. 

Does not address all parts of the prompt. Claims may be lacking, may not be strong, or are not based on evidence. Counterclaim may be weak or missing. 

Does not address all parts of the prompt. Does not include any claims. No counterclaim is given. 

Evidence & Citations  Evidence is thoroughly and clearly explained. Proper citation is given for each piece of evidence. 

Evidence is clearly explained. Proper citation is given for most pieces of evidence. 

Evidence is not clearly explained. Citations are lacking for most pieces of evidence. 

Explanation of evidence is short, missing, or may be awkward. No citations are given. 

Style & Conventions  Presentation has no misspellings or grammatical errors. Sentences are clear, concise, and varied. 

Presentation has 1‐2 misspellings, but no grammatical errors. Most sentences are clear and show variety. 

Presentation has 1‐2 grammatical errors and few misspellings. Sentences may be awkward or unclear. 

Presentation has more than 2 grammatical and/or spelling errors. Sentences are very awkward. 

Presentation & Organization  All graphics are attractive (size and colors) and support the theme/content of the presentation. Must include 5‐10 slides. 

A few graphics are not attractive but all support the theme/content of the presentation. Still includes 5‐10 slides. 

All graphics are attractive but a few do not seem to support the theme/content of the presentation. May be under 5 slides. 

Several graphics are unattractive AND detract from the content of the presentation. Does not meet minimum requirement of slides. 

Multimedia Usage  Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use enhances presentation. 

Presentation includes at least 2 pieces of school‐ appropriate pictures, videos, or music. Media use follows the flow of presentation. 

Media use may distract from presentation. 

Media may be lacking.

 

91

Appendix C 

Example of how you may develop your presentation slides 

Slide #1-Intro Slide (Title and multi-media)

Slide #2- Write a claim statement or thesis responding to the question, “Because conflict is inevitable, should it be embraced or avoided?” Be sure to consider relationships, society, and ourselves (internal conflicts).

Slide #3-Support for you claim, including evidence (use multi-media)

Slide #4-Support for you claim, including evidence (use multi-media)

Slide #5-Support for you claim, including evidence (use multi-media)

Slide# 6-Address and refute a counter-claim with evidence

Slide #7-Address and refute a counter-claim with evidence

Slide #8-Muti-media slide (video, picture that supports your argument.

Slide #9-Be creative and create a good lead-in to your final slide Slide #10- Your final slide must include a bumper sticker (thematic statement) that summarizes your strongest belief related to the question posed in the prompt.

  

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REFLECTION SHEET Appendix D This page is due with your corrections. Attach it to the back of your paragraph/essay packet.

1. What is the most important skill you learned or improved by doing this assignment?

2. What did you enjoy about this assignment?

3. What did you find most difficult about this assignment?

4. Finish one of the following 3 sentence starters: a. I now know that . . .

b. I never knew that . . .

c. I realize that . . .

(Adapted from Jane Schaffer)

REFLECTION SHEET This page is due with your corrections. Attach it to the back of your paragraph/essay packet.

1. What is the most important skill you learned or improved by doing this assignment?

2. What did you enjoy about this assignment?

3. What did you find most difficult about this assignment?

4. Finish one of the following 3 sentence starters: a. I now know that . . .

b. I never knew that . . .

c. I realize that . . .

(Adapted from Jane Schaffer)

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Because Conflict is inevitable, ,should it be embraced or avoided?

Appendix E

Claim: Conflict is the key toClaim:  Conflict is the key to building one’s strength and thus should be embraced.