default

World Lit: Caning Debate

Standards

  • ELAGSE9-10RI6 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. Georgia ELA
  • ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Georgia ELA
  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA

Learning Target
Students will consider both sides of an issue and debate with their classmates.

Opening Session
Check out this ancient news coverage from CNN in 1994! We’re going to be reading and debating about this case today.

Work Session
Grab your Springboards!!

Today we’re going to be learning about a case from 1994 about a teenager named Michael Fay. Michael Fay was an American teenager in Singapore and committed some nonviolent crimes and as punishment, in accordance with Singaporean law, he was sentenced to be struck with a rattan cane. His dad, who was still in America, went to the media with the case, and a huge debate about the appropriateness of caning as a punishment broke out across the country.

Today we have two articles on this issue, one on the “for” side and one on the “against” side. I’m going to split the class in half. Half of you will read one article, the other half will read the other. Once we have all had a chance to read, I want to have a little debate. We will have a class discussion on caning as a punishment and whether or not we think it was fair or appropriate.

Closing Session
To close out, go to your book and do Second Read questions 1-4.

Assessment
Formative (book check, class debate)

Differentiation
Process (learning style, jigsaw discussion, debate)

default

World Lit: Childhood Hunger

Standards

  • ELAGSE9-10RI6 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. Georgia ELA
  • ELAGSE9-10RI5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). Georgia ELA
  • ELAGSE9-10RI1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA

Learning Target
Students will understand the issue of childhood hunger and consider ways to address this crisis.
Opening Session
Check out this animated video from No Kid Hungry that summarizes the issue of childhood hunger in America:

Work Session
SPRINGBOARD BOOKS!!!

Grab your Springboards and flip to page 194. We’re going to be reading about some social issues over the next couple days because within a couple weeks you guys will be turning in the second part of your sophomore capstone, the Social Issue essay.

As a reminder, this essay is the one that you will write about a specific social issue that affects your culture (which you wrote about in the last capstone essay, the Cultural Identity essay). You’ll research the issue, explain what it is, and then explain how it affects your culture. For example, if your cultural identity essay was about being an African American girl, you might write about the epidemic of low birth weight babies among black mothers in America. If you wrote about being a gamer, you might write about sexism in the gaming world. If you wrote about otaku culture, you might write about gatekeeping and elitism in the otaku community.

Anyway, today we are going to be completing activity 2.15 in Springboard. We will be reading a UN proclamation and an article about childhood hunger, then answering the Second Read questions and discussing childhood hunger, the worldwide statistics, and how we can work towards solving the problem together.

Closing Session
Think-Pair-Share: Talk to your partner and brainstorm for a few minutes about something you could do to address the issue of childhood hunger. Let’s share some ideas with the class!

Assessment
Formative (book check of Second Read questions)

Differentiation
Process (scaffolded questions)

default

AP Lang: Argumentative Essay DUE!!!

Standards

  • ELAGSE11-12RI7 Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Georgia ELA
  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Georgia ELA
  • ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Georgia ELA

Learning Target
I can research my chosen topic and compose my argumentative essay.

Opening Session
Grab a laptop!

Trade essays with a partner and read what they wrote. At this point everyone should have a pretty good draft, so your partner should be able to give you some helpful feedback that you can use today to strengthen your essay and get your final draft completed.

Work Session
You will have the entire class period to work on composing your essay!

  • 750 words
  • at least 3 sources
  • at least 1 quote from each source
  • MLA format, including Works Cited page
  • No logical fallacies
  • Use of multiple persuasive appeals
  • Turned into the class Google Drive

Closing Session
TURN IT IN!!!

I will show everyone again how to upload to the class Google Drive and help anyone who is having trouble.

Assessment
Formative (essay check in), Summative (essay)

Differentiation
Process (scaffolding, research help), product (varied length)

default

World Lit: Dante Unit Test

Standards

  • ELAGSE9-10RL1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. Georgia ELA
  • ELAGSE9-10RL2 Determine a theme or central idea of text and closely 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. Georgia ELA
  • ELAGSE9-10RL5 Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. Georgia ELA
  • ELAGSE9-10RL6 Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. Georgia ELA

Learning Target
The students will demonstrate their knowledge on a comprehensive unit test.

Opening Session
5 minute review time! Study and ask your last minute questions now!

Work Session
It’s time for the TEST!! You will have the entire class period to complete the test. When you’re finished, read in your Independent Reading book.

Closing Session
STICKY NOTE SURVEY! I’ll give a sticky note to everyone. Please write down any feedback you have for this unit and then stick it to the whiteboard. This is totally anonymous and you won’t get in trouble for what you say! It’s just to help me teach better in the future 🙂

Assessment
Summative (unit test)

Differentiation
Process (scaffolding, annotated text)

default

AP Lang: Argumentative Essay Drafting

Standards

  • ELAGSE11-12RI7 Integrate and evaluate multiple sources of information presented indifferent media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem. Georgia ELA
  • ELAGSE11-12W1 Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. Georgia ELA
  • ELAGSE11-12W5 Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. Georgia ELA
  • ELAGSE11-12W7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. Georgia ELA

Learning Target
I can research my chosen topic and compose my argumentative essay.

Opening Session
Grab a laptop!
While you’re doing that, I will review how to upload your essay to the class Google Drive, just in case anyone has forgotten.

Work Session
You will have the entire class period to work on composing your essay!

  • 750 words
  • at least 3 sources
  • at least 1 quote from each source
  • MLA format, including Works Cited page
  • No logical fallacies
  • Use of multiple persuasive appeals
  • Turned into the class Google Drive

Closing Session
About ten minutes before the class, I want everyone to stop and reread their own essay out loud to themselves (whisper, of course). This will help you make sure you don’t have any grammatical errors, typos, or awkward sentences.

Assessment
Formative (essay check in), Summative (essay)

Differentiation
Process (scaffolding, research help), product (varied length)

© Mrs. Bristow's and Mr. Mellman's Literature Classes
CyberChimps