Tag Archive for cultural perspectives

World Lit: Taking a Stand Against Hunger, Day 2

Standard: 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. 

Learning Target: I can identify an author’s purpose and analyze an argument presented, and I can synthesize information from print and nonprint persuasive texts. 

Opening Session: Check out this animated video from No Kid Hungry about childhood hunger: 

Work Session: Let’s continue our discussion from yesterday about childhood hunger. Today you’re going to read an essay that is supposed to convince you to take action against childhood hunger in America. This is on page 199 in your Springboard – “School’s Out for Summer”. 

After we read, I want you to work on the Second Read questions, and then we will have a brief class discussion on whether or not the author convinced you to take action, and if so, what will you do? 

Closing Session: VOCAB QUIZ and BOOK CHECK! 

Assessment: Informal (class discussion); Formal (vocab quiz) 

Differentiation: Process (scaffolding) 


World Lit: Taking a Stand on Legal Issues

Standard: ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. 

Learning Target: I can analyze the use of rhetorical appeals in an argument and compare and contrast how different writers approach a subject or issue. 

Opening Session: Take a look at this banned commercial and tell me, do you think this is an appeal to ethos, pathos, or logos? 

Work Session: Today we’re going to be looking at different types of rhetorical appeals. This should mostly be review from what we did while talking about Antony’s “Friends, Romans, Countrymen” speech, but it’ll be some good practice at identifying which type of appeal is being used. While I was in a training class learning how to teach you guys using Springboard, my table of teachers actually disagreed on what kind of appeals were being used here – so you can see it’s not always clear-cut! 

We will be doing activity 2.14 in your book, starting on page 190. We’re going to read “On Surrender at Bear Paw Mountain, 1877” and “On Women’s Right to Vote”. These are two short texts that use different rhetorical appeals throughout. Afterwards, we will have a brief discussion on the different rhetorical appeals for review, and then I want you to do the “Writing to Sources: Explanatory Text” prompt on page 193. 

Closing Session: TOTD: which rhetorical appeal do you think is MOST effective on you personally? 

Assessment: Informal (Book check) 

Differentiation: Process (Scaffolding) 


World Lit: Justice and Culture, Day 1

Standard: ELAGSE9-10RI8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

Learning Target: I can analyze and synthesize details from two texts about justice.

Opening Session: So far this unit we’ve focused on cultural perspective told through stories and narratives. For the remainder, we will focus on cultural perspective through argumentation. And you guessed it – that means we will be writing an argument! So let’s start this unit by unpacking Embedded Assessment 2, The Counterargument Assignment!

Work Session: Today we’re going to start out with a little pre-reading activity on page 177 in your Springboard. I would like for us to complete the chart by yourself, then we will go over it aloud.

We’re going to be reading two articles about something controversial that happened way back in 1994, the Michael Fay case. As the background info in the book explains, the controversy was about whether or not an American citizen should be beaten (caned, technically) for a crime he committed in Singapore. Although this type of punishment can be considered “torture,” there is no denying that Singapore has a much lower crime rate than the United States.

We will read the first article today, “Time to Assert American Values”. After reading, I want you guys to do the Second Read questions, and I also want to examine the author’s argument. What points did he make? Can you make any arguments that refute those points, or explain why they are wrong?

Tomorrow we will read the next article in the book, which takes the opposing viewpoint, and have a little silent debate!

Closing Session: Share out! What do you think?

Assessment: Informal (book check)

Differentiation: Process (scaffolding), Student Choice

World Lit: Writing a Personal Narrative

Standard: ELAGSE9-10W3 Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

Learning Target: I can write a narrative in any genre about an incident, real or imagined, that conveys a cultural perspective.

Opening Session: Let’s review very quickly while you guys get your laptops! What are the following genres: memoir, short story, poetry, graphic novel, personal essay?

Work Session: Let’s get started working on your EA1!! You have until the end of class on Wednesday to work on this. I want you to be completely finished and turned in to the class Google drive by the end of class on Wednesday!

Closing Session: Return your laptops to the cart!

Assessment: Formal (EA1)

Differentiation: Process (scaffolding), Product, Choice

World Lit: Changes in Perspective

Standard: ELAGSE9-10RI3 Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 

Learning Target: I can analyze tone and diction to track changes in narrative perspective. 

Opening Session: Tell me your FAVORITE part of Spring Break, or your best Spring Break memory! 

Work Session: Today we’re going to read the rather long essay, “Thanksgiving: A Personal History” by Jennifer New and discuss how our perspectives change as we age. 

As we read, consider how the author looks at the world and how her perspective shifts over time. Consider also how your own perspective on the world has changed as you have aged. 

Afterwards, I want you to do the Working from the Text chart on page 171. Then, flip over to page 172 and do question 11, which is about your own life and perspective. 

Closing Session: Share out! How has your perspective on a family holiday or event changed over time? 

Assessment: Informal – book check 

Differentiation: Process (scaffolding)