Archive for February 26, 2019

World Lit: Justice and Culture

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)

American Lit: Lincoln’s Gettysburg Address

Standard: 

ELA.11-12.RI.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. 

ELA.11-12.RI.2. Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text.

Learning Target:  I can cite evidence in order to answer questions 

Opening Session: What do you know about Abraham Lincoln?   (Historical/Literary Figures)

Work Session: 

Give historical background on the Civil War.

Show crash course on The Civil War https://www.youtube.com/watch?v=rY9zHNOjGrs

Read Abraham Lincoln’s Gettysburg Address—

During reading: Be sure to discuss the shifts in purpose of each paragraph in the speech. 

After Reading:

Students will complete a multiple choice handout assessing things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Closing Session: After collecting the papers review the answers to their multiple choice handouts that assessed things stated in the texts, central ideas in the text, and the words and phrases used in the texts.

Assessment: Summative (Selected Response questions)

Differentiation: Scaffolded questions