Taking a Stand Against Exploitation

Central Focus: Read an argument and analyze how the author builds it

Rationale: This lesson will help the students to identify persuasive language and evidence that the author has used in order to make their case about unjust treatment or situations. This will encourage and assist the students in incorporating persuasive language and evidence into their Social Issue Research Paper

Theme: Injustice

Text: Editorial (from Springboard): Diners should pay attention to workers, not just the food. Written for the Boston Globe by Kathleen Kingsbury. Video: Fox News Now – Phoenix – WORST TIPPERS: Study Shows That Millennials HATE to Tip

Content 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.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.
  • ELAGSE9-10W2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content.
  • ELAGSE9-10W4: Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
  • ELAGSE9-10W9: Draw evidence from literary or informational texts to support analysis, reflection, and research.

Student Learning Goals and Objectives: 

  • Students will read an argument and analyze how the author builds it.
  • Students will critically think about a social issue.
  • Students will identify the evidence in a persuasive text.
  • Students will write clearly and coherently to respond to prompts.

Instructional Strategies and Learning Tasks

Launch/Activating: ___5____ Minutes

Students will be asked to sit at their assigned seats and then to grab their copy of Springboard from the front of the room. The students will be asked to regain their seats as soon as possible and flip to page 210 in their Springboard.

Instruction: __20_____ Minutes

 We will spend 12 minutes reading the editorial on page 210 out loud. I will ask for a couple of volunteers to help with the reading and alternate between myself and the students whilst reading. Before we start reading, I will give the students a purpose for reading by instructing them to (these will also be written on the white board:

  • Underline any specific words or phrases that appeal to logic or emotion and are designed to persuade the reader.
  • Put a star next to the main claims the author makes.
  • Circle unknown words and phrases.

Then we will be watching a short video clip of a news clip from Fox News in Phoenix, titled WORST TIPPERS: Study Shows That Millennials HATE to Tip.

https://www.youtube.com/watch?v=9Qyr4rLynE8

Structured Practice and Application: ___35____ Minutes

The class will analyze the video clip together and draw parallels with the editorial text we read earlier. Some of the questions we will discuss are:

  • Is it fair to servers when they do not get paid a tip? Does anyone know someone who refuses to leave a tip or always finds an excuse to not leave a tip?
  • What about the idea of only going to restaurants where the workers are treated fairly and get benefits? Would you decide on which restaurant you want to eat at based on this?
  • Tipping in cash only? Who has cash on them? I know I don’t. I do tip always but typically on my card. What do you think? Is it fair that servers don’t receive all their tips?

Next students will get into groups of about 6 students by turning to face their classmates closest in proximity to them. They will do a second read as a group as the complete individually the four questions on page 212. As students reread the passage, they will consider how Kathleen Kingsbury uses:

  • evidence, such as facts or examples, to support claims
  • reasoning to develop ideas to connect claims and evidence
  • stylistic or persuasive elements, such as word choice or appeals to emotion, to add power to the ideas expressed

The students will use their previously done circling, staring and underlining to help them identify key words or elements. I will walk around and discuss with the students as they work in their groups.

Closure: __10____ Minutes

Come back together as a whole class. Ask students to read out loud some of their findings. Let’s discuss what we all identified and also the things that only a few identified.

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