Lesson+1



**Task Analysis** Lesson 1 (Cluster 1.1) Download Lesson Plan One Identify what you need to know and be able to do in order to complete the task. Understand how your writing will be scored using the Argumentative Rubric. || //**Product:**// Unpacking the task || No Scoring ||||  ||
 * //**Task Analysis**// || //Ability to understand and explain the task’s prompt and rubric.// ||||  ||
 * //**Mini-task**// |||| //**Prompt:**//
 * //**Mini-task scoring guide**// || **Meets:**

**Prior to the Lesson** || on the board. (from notes on Power Point slide 2) ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make copies of Unpacking the Task **(Handout 1A) [[file:Lesson 1 Handout 1A.doc]]**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make copies of cloze passage **(Handout 1B)** as needed for differentiation [[file:Lesson 1 Handout 1B.doc]] [[file:Lesson 1 Teacher Support Handout 1B.doc]] ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make student copies of 3 Power Point slides **(Handout 1C, 1D, 1E) [[file:Lesson 1 Handouts C,D,E.ppt]]** ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make copy of Argument Example **(Teacher Support)** to show using document camera or write
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make copies of the Problem-Solution graphic organizer **(Handout 1F) [[file:Lesson 1 Handout 1F.doc]]** ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">Make copies of the Argumentative Rubric **(Handout 1G) [[file:Lesson 1 Handout 1G rubric.pdf]]** ||


 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">**Essential Question** || <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">What happens when your privacy is someone else's business? ||

Students need packet of Lesson 1 handouts/folders/articles Teacher support-TCHART for ELMO: have a copy for each period! Had students share +/-'s while I wrote them down using ELMO & projector then made Tchart... || <span style="font-family: Times New Roman,serif;">final teaching task. || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Instruction** <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">(shared reading/mini lesson) |||| <span style="font-family: Times New Roman,serif; font-size: 90%;">Unpack the module task: What happens when your privacy is someone else’s business? After reading a series of informational texts <span style="font-family: Times New Roman,serif; font-size: 90%;">, opinionated text, primary source documents <span style="font-family: Times New Roman,serif; font-size: 90%;">, and digital media on interactions with the digital world <span style="font-family: Times New Roman,serif; font-size: 90%;">, write an editorial <span style="font-family: Times New Roman,serif; font-size: 90%;">for a national newspaper that identifies a <span style="font-family: Times New Roman,serif; font-size: 90%;">problem related to others’ use of your digital footprint <span style="font-family: Times New Roman,serif; font-size: 90%;">and argues for a solution that could change the way society utilizes electronic exchanges <span style="font-family: Times New Roman,serif; font-size: 90%;">. <span style="font-family: Times New Roman,serif; font-size: 90%;">Support your position with evidence <span style="font-family: Times New Roman,serif; font-size: 90%;"> from the text(s). L2 Be sure to examine competing views <span style="font-family: Times New Roman,serif; font-size: 90%;">. L3 Give examples from past or current events or issues to illustrate <span style="font-family: Times New Roman,serif; font-size: 90%;">and clarify <span style="font-family: Times New Roman,serif; font-size: 90%;"> your position. **(Handout 1A)** portable word wall would be helpful here since there are important, unfamiliar terms here <span style="font-family: Times New Roman,serif; font-size: 90%;">On chart paper, break the prompt into “What do we need to know?” and “What do we need to be able to do**?” (Teacher Support)** MY DAY ONE PORTABLE WORD WALL HANDOUT FOR THE STUDENTS: <span style="font-family: Times New Roman,serif; font-size: 90%;"> MY DAY ONE PORTABLE WORD WALL; TEACHER SUPPORT DOCUMENT || help || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**and** <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Independent Practice** |||| <span style="font-family: Times New Roman,serif;">Students will complete cloze passage unpacking the task. (If needed for differentiation) **(Student Handout 1B, Teacher Support)**. <span style="font-family: Times New Roman,serif;">Students should keep the cloze passage to refer to throughout the module. || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Setting Purpose** |||| <span style="font-family: Times New Roman,serif;">//Many texts contain factual information, as well as opinions of the writer. One such genre is called an editorial, which is an// <span style="font-family: Times New Roman,serif;">//argumentative type of writing and what your task asks you to write. Today we are going to learn about another way of using// <span style="font-family: Times New Roman,serif;">//the word 'argument' and how to recognize strong evidence for building an argument..// It would probably help if they could look at examples of editorials--maybe with strong evidence highlighted. Ehler's evidence analysis handout would work || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Vocabulary** |||| * <span style="font-family: Times New Roman,serif;">Teacher uses three power point slides to directly instruct and model 4 academic words:
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">**Lesson Objectives:**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">The student will be able to connect real life experiences to the task through Quick-Write.
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">The student will be able to determine the skills and knowledge needed to complete the task.
 * <span style="display: block; font-family: Times New Roman,serif; text-align: justify;">The student will be able to describe the meaning and relationship among academic vocabulary by doing a Word Combining activity. ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Time** || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Lesson Component** |||| <span style="display: block; font-family: Times New Roman,serif; text-align: center;">**Instructional Notes** ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">10 min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Building Background knowledge** |||| * <span style="font-family: Times New Roman,serif;">Video Student Intro: Perspectives on Social Media (2: 50) <span style="font-family: 'Times New Roman','serif';">[]
 * <span style="font-family: Times New Roman,serif; font-size: 85%;">After watching the video, have students complete a Quick Write: __What are some of the benefits and disadvantages of living in a digital world?__
 * <span style="background-color: #ffff00; font-family: Times New Roman,serif; font-size: 85%;">(idea-have students write this on back of packet...suggest aiming for 2 of each/they must be prepped before watching the video-otherwise
 * <span style="background-color: #ffff00; font-family: Times New Roman,serif; font-size: 85%;">you have to watch multiple times) [[file:HANDOUT 1A PART2 QUICKWRITE.docx]] ||
 * || What ties the video/quickwrite to the "unpacking of the task?"
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">5 min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Setting Purpose** |||| <span style="font-family: Times New Roman,serif;">Teacher explains the purpose of unpacking the task. The prompt is the guiding element throughout the module and leads to the
 * || Digital -electronic; characterized by electronic and especially computerized technology. (www.merriam-webster.com) ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">20-25 min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Intentional Whole Group**
 * ||  |||| copy of portable word wall-page 1 teacher
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">5-10 min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Small Group/ Individual Instruction**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">1
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">30 min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Building Academic**
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">30 min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Building Academic**
 * <span style="font-family: Times New Roman,serif;">__opinions__, __argument__, __claims__, and __evidence__. Students should have copies of the Power Point slides **(Handout 1C, 1D, 1E)** to
 * <span style="font-family: Times New Roman,serif;">use through the rest of the module. Teachers may want to make a poster of the second slide to hang in room.

<span style="font-family: Times New Roman,serif;">**Slide 1:** //would be helpful to have this as a print-out to refer to while you present the powerpoint/also need to create a copy of what// <span style="background-color: #ffff00; font-family: Times New Roman,serif;">//the students sheet should look like when they are done// Portable word is a good idea for 'opinions, argument, claims, evidence' <span style="font-family: Times New Roman,serif;">**Slide 2:**
 * <span style="font-family: Times New Roman,serif;">//We’re going to start talking about how authors write argumentative text.//
 * <span style="font-family: Times New Roman,serif;">Click once – An //opinion is a statement that has no support, such as….// Click for cake example
 * <span style="font-family: Times New Roman,serif;">//Many texts contain the writer’s opinions, but the difference is the author argues a point// – click for the word Argument
 * <span style="font-family: Times New Roman,serif;">//So what is an argument?// (click again) //In everyday life, people use “argument” to mean a quarrel between people//
 * <span style="font-family: Times New Roman,serif;">// (something that you 'have') . But in critical thinking, an argument is defined as…. (something that you 'make') //
 * <span style="font-family: Times New Roman,serif;">//At the most basic level, arguments consist of reasons or evidence// (click for reasons or evidence) //that are directed toward establishing// (click for arrow) //the truth of a claim// (click for claim). //The claim is a conclusion// //that the writer is trying to show to be true or// //correct//. Claims are supported by //reasons, evidence, or data.//
 * <span style="font-family: Times New Roman,serif;">//Let’s take a look at an example of an argument.// (click for economy example).
 * <span style="font-family: Times New Roman,serif;">Read the argument aloud. //How many pieces of evidence does the writer use to show that his conclusion is correct//? (3) Have students name the 3 pieces of evidence. //What claim, or conclusion, do all 3 support?//
 * <span style="font-family: Times New Roman,serif;">//Notice the words that are underlined. These are called Key Indicator Words. “Also” indicates that evidence will follow. What is the evidence that is indicated by the word “also”? The phrase “indicate that” is followed by the claim; it is a Key Indicator phrase that a conclusion will follow. So arguments are the mechanism to persuade others to accept our claims based on the reasons or evidence we provide in support of our conclusions. Let’s take a look at some other Key Indicator Words//. (change slide)
 * <span style="font-family: Times New Roman,serif;">**Depending upon the context of the sentence**, the words in the left box on the second slide can indicate that a claim will follow and the ones on the right may indicate a reason or piece of evidence will follow.
 * <span style="font-family: Times New Roman,serif;">Give a few examples: **(Teacher Support –** //**Dangerous Teen Drivers**// **- Put on ELMO or the board)**//The National Highway Safety Association reports that teens are easily distracted while driving. In a national survey by AAA, 78% of the 2500 teen respondents reported they regularly channel- surf on the radio, talk or text on their phones by driving.// //__Also__////, they admitted to turning to chat with friends in the backseat.// //__As a result__////, drivers between the ages of 16 and 20 are involved in 38% more automobile accidents than drivers over the age of 30.// //__The point I am trying to make__// //is that teens should only be allowed to drive with an adult during a probationary period until they gain more maturity as a driver. The Legislature should pass Bill 502 which would institute such a probationary period.//
 * <span style="font-family: Times New Roman,serif;">//Also// indicates a reason or evidence follows
 * <span style="font-family: Times New Roman,serif;">//As a result// indicates a reason or evidence follows
 * <span style="font-family: Times New Roman,serif;">//The point I am…// indicates a claim follows.

<span style="font-family: Times New Roman,serif;">//Let’s try to analyze some other arguments and decide if the writer offers strong evidence for his/her claim://

<span style="font-family: Times New Roman,serif;">**Slide 3:** //need to insert a copy of what student sheet should look like when they are done with activity below// <span style="display: block; font-family: Times New Roman,serif; text-align: center;">min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Intentional Whole Group Instruction** |||| <span style="font-family: Times New Roman,serif;">//So, let’s get started working on your module task by looking at// **Handout 1F**//**,**// //a Problem-Solution graphic organizer.// <span style="font-family: Times New Roman,serif;">//What are some potential problems we could identify from the video we watched?// Model for students using **Handout 1F.** <span style="background-color: #ffff00; font-family: Times New Roman,serif;">//copied the following from lesson 2 "teacher first models adding a problem to the graphic organizer: someone posting a// <span style="background-color: #ffff00; font-family: Times New Roman,serif;">//video of me doing something embarrassing or inappropriate on Youtube without my permission. Teacher will use this// <span style="background-color: #ffff00; font-family: Times New Roman,serif;">//problem later to show students how to identify solutions."// <span style="font-family: Times New Roman,serif;">//Now let’s take a look at the Argumentative Rubric, which we will use to score the editorial that you are going to write// <span style="font-family: Times New Roman,serif;">//for the final task.// **(Handout 1G)** Teacher walks students through the rubric, stressing that they are shooting for <span style="font-family: Times New Roman,serif;">“Meets Expectations” or “Advanced”. Some items here need to go on portable word wall-//i.e.// //substantive// || <span style="display: block; font-family: Times New Roman,serif; text-align: center;">min || <span style="display: block; font-family: Times New Roman,serif; font-size: 80%; text-align: center;">**Closure** |||| <span style="font-family: Times New Roman,serif;">Do a quick review of academic language from this first lesson using the strategy of Word Combining. Teacher writes the words <span style="font-family: Times New Roman,serif;">**argument**, **opinion**, **claim, reasons**, and **evidence** on the board. //Today we have learned some new vocabulary about the type// <span style="font-family: Times New Roman,serif;">//of writing that we are going to be studying in this module. We are going to end this lesson by doing a Word Combining strategy.// <span style="font-family: Times New Roman,serif;">//I am going to give you three minutes to have a conversation with your partner. Try to use the 5 words in your discussion in a// <span style="font-family: Times New Roman,serif;">//way that demonstrates understanding of the meanings of the words and the connections among them.// <span style="font-family: Times New Roman,serif;">// These terms need to go on word wall // ||
 * <span style="font-family: Times New Roman,serif;">Bring up the first example and read aloud. Model for the students on Interactive White Board or on document camera.
 * <span style="font-family: Times New Roman,serif;">//Are there any indicators in this example?// (It should be clear that).**Have the students box in the indicator**//.//
 * <span style="font-family: Times New Roman,serif;">//What does the phrase indicate?// (The conclusion that teachers deserve to be paid a higher salary.)
 * <span style="font-family: Times New Roman,serif;">**Have the students underline the claim with two lines****.** //What are the reasons for the argument?//
 * <span style="font-family: Times New Roman,serif;">(1. Teachers mentor and mold the future adults and 2. Athletes just entertain us.)
 * <span style="font-family: Times New Roman,serif;">**Have the students underline each reason once.**
 * <span style="font-family: Times New Roman,serif;">//Sometimes in arguments, the conclusion is implied, often with a rhetorical question.//
 * <span style="font-family: Times New Roman,serif;">//Here the claim is directly stated in the last sentence, but if that sentence were eliminated,//
 * <span style="font-family: Times New Roman,serif;">//the conclusion is still implied in the question. What kind of support does the writer give ?//
 * <span style="font-family: Times New Roman,serif;">(They are evaluative statements. Discuss whether this type of reason is a strong type of support.)
 * <span style="font-family: Times New Roman,serif;">Guide the students through the next example. **Box indicators, 2 lines under claim, 1 line under pieces of support**.
 * <span style="font-family: Times New Roman,serif;">(Indicators = in view of, in addition for support)
 * <span style="font-family: Times New Roman,serif;">Ask students to try the third one on their own. **Box indicators, 2 lines under** **con****clusion, 1 line under evidence**.
 * <span style="font-family: Times New Roman,serif;">(Indicators //=// since and also for support; It follows that for claim.
 * <span style="font-family: Times New Roman,serif;">Discuss how the 2nd and 3rd examples use stronger support than the first example. //What type of support does each use?// ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">10
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">10
 * ||  |||| [[file:problem solution key p4.doc]] ||
 * <span style="display: block; font-family: Times New Roman,serif; text-align: center;">5