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8/17/2019 Social Issues Intro Lesson
http://slidepdf.com/reader/full/social-issues-intro-lesson 1/9
Abby Tuttle 4/15/2016
Student Teaching, East Page 1 of 9
Social Issues Plan
Course: English II Blocks: 4 Grade: 10 Duration: 90 minute blocks
Topics: social issues—gun rights/control Lesson Notes:
Standards Addressed
Integrating Multiple Texts: (Level 2)
o Students demonstrate they have the ability to :
Student can determine the central idea of the text.
Student can identify rhetorical features of the two texts. Student can summarize the
text objectively.
Unit Essential Question:
How do social issues today impact our
future?
Assessment (formative):
Students will fill out KWL to gain information
on prior knowledge and think about
questions
Students will complete graphic organizer to
compare and contrast points of view
Resources and Materials:
KWL sheets Packet
4 political cartoons on gun control
Graphic organizer—political cartoon
Playing cards
Daily Objectives:
I can identify the author’s position in a piece of writing.
I can analyze and evaluate how the author makes claims and provides evidence.
I can compare and contrast ideas from 2 different articles.
Daily Agenda
(20 minutes) Overview
o
Layout of unit —Unit packet
o
Standards being covered
o
How groups will work for unit —
Small groups with different issues and articles
o
Today’s Daily plans—comparing and contrasting cartoons.
(5 minutes) KWL
o
Put slide of political cartoons on smartboard
o
Students need to fill out K-W—This was started last time, but they only had a few minutes.
Give another 5 minutes to fill in
What do they KNOW about Gun Rights issues and topics, vocabulary, current laws,
past events, media coverage, etc.
What do they WONDER? What questions or concerns do they have about the topic?
What do they want clarified? Do they have current beliefs or feelings toward it to
look into?
Use powerpoint as a jumping point for buzzwords
o
Hand out cards (to place groups) while students are working.
(10 minutes) Group 1
o Students will be grouped together and each group will be reviewing one political cartoon
and answering the questions on the graphic organizer.
Minions—1
Princesses—2
8/17/2019 Social Issues Intro Lesson
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Abby Tuttle 4/15/2016
Student Teaching, East Page 2 of 9
Spiderman—3
Trucks—4
(15 minutes) Group 2
o Next, students will be partnered up to compare and contrast cartoons
o Fill in correct half of Venn Diagram on Graphic Organizer
Minions & Princesses (Matching card suit & number)
Spiderman & Trucks (Matching card suit & number)
(15 minutes) Group 3
o
Students will be meeting in groups of 4—1 person with each cartoon.
o
They will share the concepts in each and fill out remainder of Graphic organizer
Matching groups of all K of hearts, A of hearts, etc.
(20 minutes) Recap
o What is the central idea of each
o
What is the same
o What is different
(10 minutes) Closing:
o
Wrap up: Reflect on KW—were any questions answered today? What questions are peoplehoping to answer in this unit? Did more questions form?
o Clean up—return cards, re-organize copies of cartoons
8/17/2019 Social Issues Intro Lesson
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Abby Tuttle 4/15/2016
Student Teaching, East Page 3 of 9
Name _______________________ Block 4 8
Unit 4: Integrating Multiple Texts Writing Expository/Informative Texts
English II Mrs. Tuttle
Essential Question:
How do the social issues of today impact our future
In this unit, you will have the opportunity to work in a small group to explore a current social issue.
You will be given several different pieces to read and analyze about your selected topic. Then, you
will be synthesizing the information you have gathered to develop and complete your bodies of
evidence for the unit.
Key Bodies of Evidence:
Practice Writings: Throughout the unit, you will be required to produce writing samples (graphic
organizers and paragraphs) to develop your writing skills in summarizing, comparison/contrast,
and reflection. Some of these writings will be used to begin your final presentation and paper.
Informative/Expository Writings: Writings that inform of different viewpoints about a current social
issue and incorporate information from multiple sources.
Digital Presentation: A digital presentation to inform the audience of different viewpoints and argue a
claim about your beliefs.
Possible Social Issues to Explore:
Civil Rights & Individual Liberties
Immigration & Refugees
Income & Wages
Gun Rights or Control
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Abby Tuttle 4/15/2016
Student Teaching, East Page 4 of 9
Calendar
Weekly
Tasks Goals
Monday Tuesday Wednesday Thursday Friday
Finish Polished
Argumentative
Paper;
Select Topic:
_______________
KWL for Topic
18(B)
Rough Draft Due:
Argumentative
Paper (Bring
printed copy);
Peer Review;
19
No School – ACT
for Juniors
20(A)
Rough Draft Due:
Argumentative
Paper (Bring
printed copy);
Peer Review
21 (B)
Final
Argumentative
Paper Due (Bring
printed copy);
Full class: Gun
Control; BOE
practice;
Select Topic
22 (A)
Final
Argumentative
Paper Due (Bring
printed copy);
Full class: Gun
Control; BOE
practice;
Select Topic
Source 1 & 2;
BOE practice
25(B)
CFA
26(A)
CFA
27(B)
In-text Citations
28(A)
Topic KWL;
Source 1 & 2
(selected topic);
BOE practice
29(B)
Topic KWL;
Source 1 & 2
(selected topic);
BOE practice
Source 3;
BOE: Write
Informative
Paragraph 2
(template);
Source 4 & 5;
Brainstorm for
Presentation;
May 2(A)
Source 3;
BOE: Informative
Paragraph 1 due
3(B)
Source 3;
BOE: Informative
Paragraph 1 due
4(A)
In-text Citations
5(B)
Source 4 & 5;
BOE: Informative
Paragraph 2 due
6(A)
Source 4 & 5;
BOE: Informative
Paragraph 2 due
Begin Digital
Presentation
9(B)
Overview of Visual
Presentation;
Complete planning
sheet
10(A)
Overview of Visual
Presentation;
Complete planning
sheet
11(B)
Vocabulary and
Grammar (Based
on topics)
12(A)
Write Intro and
Conclusion for
Visual/ Persuasive
Presentation;
Search for visuals
13(B)
Write Intro and
Conclusion for
Visual/ Persuasive
Presentation;
Search for visuals
Finish Digital
Presentation
Practice and
Improve Digital
Presentation
16(A)Improve intro and
conclusions for
visual presentation;
Prepare
Powerpoint
17(B)Improve intro and
conclusions for
visual presentation;
Prepare
Powerpoint
18(A)Vocabulary and
Grammar (Based
on topics)
19(B)Peer Review
Digital
Presentation
20(A)Peer Review
Digital
Presentation
Present Digital
Presentation
23(B) – 27 (B)
Present Visual Presentations
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Abby Tuttle 4/15/2016
Student Teaching, East Page 5 of 9
Grading Topics and Scales:
Evaluating Arguments Purpose
4 3 2 1
In addition to score 3.0
performance, the
student demonstrates
in-depth inferences and
applications that go
beyond the target.
Student has demonstrated the ability to:
Analyze how an author or speaker uses
rhetoric (ethos, pathos, logos) to advance
his/her position or purpose and address
the intended audience of a text or speech.
Evaluate whether the claims and evidence
in an argument are relevant and
sufficient.
Identify types of reasoning used in an
argument (deductive, inductive,
abductive, and fallacious) and whether
the reasoning is valid.
Student has recognized or recalled specific
vocabulary such as:
Audience, purpose, rhetoric, fallacious
reasoning, sufficient, valid
Student has performed basic processes such
as:
Identifying the audience of a text or
speech.
Identifying a speaker’s or author’s position
and reasoning.
Delineating the argument and specific
claims in a text or claim.
Identifying evidence used by an author or
speaker to support his or her message.
Identifying examples of false statements
and fallacious reasoning in isolation.
Student has not
provided sufficient
evidence.
Integrating Multiple Texts
Category 4 3 2 1
Features
(Compare/
Contrast&
Rhetorical
Features)
In addition to score 3.0
performance, the student
demonstrates in-depth
inferences and applications
that go beyond the target.
Student has analyzed how two or more
texts have addressed similar topics.
Student has compared and/or contrasted
the rhetorical features that the author
employed in order to convey their
argument to the audience.
Student has identified rhetorical features
of the two texts.
Student has summarized the text
objectively.
Student h
not
provided
sufficient
evidence
Central
Idea
In addition to score 3.0
performance, the student
demonstrates in-depth
inferences and applications
that go beyond the target.
Student has analyzed how the author
develops a central idea throughout the
text.
Student has written about how this ideaemerges or is refined through the use of
specific details from the text.
Student has determined the central idea of
the text.
Student h
not
provided
sufficient
evidence
Structure In addition to score 3.0
performance, the student
demonstrates in-depth
inferences and applications
that go beyond the target.
Student has analyzed the author’s
effectiveness related to structure.
Student has analyzed whether or not the
structure the author uses makes the
arguments clear, convincing, and engaging.
Student has described how the author
unfolds the analysis or series of ideas or
events in a text.
Student has explained the author’s
structural choices in a text.
Student h
not
provided
sufficient
evidence
Writing Informative/Expository Texts
Category 4 3 2 1
Organization In addition to score 3.0 performance,
the student demonstrates in-depth
inferences and applications that gobeyond the target.
Student organized the concepts and
the information in order to make
important connections anddistinctions throughout his/her
writing.
Student made connections and
distinctions between the important
concepts throughout his/her writing.
Student has
not provide
sufficientevidence.
Support In addition to score 3.0 performance,
the student demonstrates in-depth
inferences and applications that go
beyond the target.
Student developed the topic with
relevant and sufficient support.
Student used extended definitions,
concrete details, quotations, and
examples appropriate to the
audience.
Student used evidence to help
support their main ideas.
Student has
not provide
sufficient
evidence.
Style In addition to score 3.0 performance,
the student demonstrates in-depth
inferences and applications that go
Student used appropriate and varied
transitions to create cohesion and
clarify relationships among concepts.
Student attempted to use transitions
between the ideas.
Student has
not provide
sufficient
8/17/2019 Social Issues Intro Lesson
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Abby Tuttle 4/15/2016
Student Teaching, East Page 6 of 9 beyond the target.
Student used precise language that
was appropriate for the audience and
topic. Student established and
maintained a formal style and
objective tone throughout the paper.
Student used appropriate language
for the majority of the paper.
evidence.
Conclusion In addition to score 3.0 performance,
the student demonstrates in-depth
inferences and applications that go
beyond the target.
Student constructed a conclusion
that articulated the implications or
significance of the topic.
Student included a basic conclusion. Student has
not provide
sufficient
evidence.
Delivering Presentations
4 3 2 1
In addition to score
3.0 performance, the
student
demonstrates in-
depth inferences and
applications that go
beyond the target.
Student demonstrates s/he has the ability to:
Present a speech that engages the audience
through a variety of techniques (for
example: rate, pitch, tone, enthusiasm)
Make strategic use of digital media (for
example, textual, graphic, audio, visual, and
interactive elements) in presentations to
enhance understanding of findings,
reasoning, and evidence
Use appropriate eye contact, adequate
volume, and clear pronunciation
Student has recognized or recalled specific
vocabulary such as:
Concise, substance, style, enhance,
articulate
Student has performed basic processes, such
as:
Incorporating a digital visual aid into a
presentation.
Presenting a speech that conforms to the
task, purpose, and audience of a given
situation.
Student’s
performance
reflects insufficient
progress towards
foundational skills
and knowledge.
Vocabulary
Applying Grammar Mechanics
4 3 2 1
Students demonstrate they have command of the
conventions of standard English capitalization,
punctuation, grammar, and usage in context
when writing or speaking to:
Apply the understanding that usage is a
matter of convention, can change over time,
and is sometimes contested
Resolve issues of complex or contested
usage, consulting references as needed
Observe hyphenation conventions
Vary syntax for effect, consulting references
for guidance as needed
Student demonstrates s/he has command of the
conventions of standard English capitalization,
punctuation, grammar, and usage in context
when writing or speaking to:
Use parallel structure
Use various types of phrases (noun, verb,
adjectival, adverbial, participial, prepositional,
absolute) and clauses (independent,
dependent, noun, relative, adverbial) to
convey specific meanings
Use a semicolon (and perhaps a conjunctive
adverb) to link two or more closely related
independent clauses
Use a colon to introduce a list or quotation
Student
demonstrates s/he
has developed the
ability to:
Use grammar
and usage in
isolation
Use
conventions in
isolation
Student’s
performance
reflects insufficient
progress towards
foundational skills
and knowledge.
4 3 2 1
Students demonstrate they have the
ability to:
Analyze the cumulative impact of
specific word choices on meaning
and tone in a text (for example,
how the language evokes a sense
of time and place; how it sets a
formal or informal tone).
Student demonstrates s/he has the
ability to:
Analyze nuances in the meaning of
words with similar denotations in
a text
Determine the meaning of words
and phrases as they are used in a
text, including figurative,
connotative, and technicalmeanings
Student demonstrates s/he has
developed the ability to:
Identify specific words that impact
meaning and tone in a text.
Acquire and use accurately general
academic and domain-specific
words and phrases, sufficient for
reading, writing, and speaking and
listening
Student’s
performance
reflects insufficient
progress towards
foundational skills
and knowledge.
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Abby Tuttle 4/15/2016
Student Teaching, East Page 7 of 9
8/17/2019 Social Issues Intro Lesson
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Abby Tuttle 4/15/2016
Student Teaching, East Page 8 of 9
NAME:
Gun Rights and Gun Control
Step 1
First grouping—Mrs. Tuttle will assign; keep your cards!!
Which Cartoon do you have? 1 2 3 4
What symbols do you recognize? What do these represent?
What is the author’s main idea or purpose or central idea? Think: If the author wrote this as a claim, what would their
claim be?
Step 2 (On back):
Mrs. Tuttle will assign new groups—keep your cards!!
With your new group, compare the 2 cartoons you have using the diagram on the back.
o
1 & 2 will be together and use the top half; 3 & 4 will be together and use the bottom half
Step 3 (On back):
Mrs. Tuttle will assign new groups—keep your cards!!
With your new group, you will be comparing and contrasting the central ideas (main claim) made by each of the
cartoons and determining what they all 4 have in common