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Semester 2
Semester 2
Unit 3: Activity 1: Previewing the Unit: ‘Voice in Synthesis’
Unit 3: Activity 1: Previewing the Unit: ‘Voice in Synthesis’
End of unit assignment
End of unit assignment
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Rubric
Rubric
3.1 1.pdf3.1 2.pdfLearning Target:
I will make connections between personal experiences and ideas from society and texts
I will identify unit vocabulary.
“Students in school as well as out of school are ‘persons’ under our Constitution. They are possessed of fundamental rights which the State must respect, just as they themselves must respect their obligations to the State. In our system, students may not be regarded as closed-circuit recipients of only that which the State chooses to communicate...Students are entitled to freedom of expression of their views.”
- From US Supreme Court opinion: Tinker v. Des Moines
Essential Questions:
What is the relationship between individual freedom and social responsibility?
What does it mean to have a voice?
In this unit, you will learn to synthesize (click here for definition) —that is, to combine information from multiple sources to write written arguments on current issues. Learning to synthesize allows you to not only restate information from sources but also to evaluate them individually and in comparison and contrast to one another. As you analyze sources and prepare to write your own arguments, you will discover how authors use language, structure, and evidence to convince their audiences.
Vocabulary to know:
Synthesis / Synthesize
Tenor - A speaker’s or writer’s words carry a tenor. The term tenor characterizes the intent, tone, or attitude conveyed by the words. When communicating with an audience, it’s important to strike the appropriate tenor for the message and the situation.
ELA Resources
ELA Resources
Traditional Parlors
Traditional Parlors
🤔 Imagine the original purpose of these rooms 🤷♀️
🤔 Imagine the original purpose of these rooms 🤷♀️
Broadmoor, Colorado Springs
The former home of writer Ernest Hemingway, Key West, Fla.
1389 Stuart Street, Denver, Colorado, 80204. 1892 Bliss House In Denver
Stepping into the Parlor
Read this passage from American literary critic Kenneth Burke (1897–1993). As you read, visualize the scene taking place in the imaginary parlor. A parlor is a living room or family room of a house.
Identify words or phrases that are unknown or difficult to understand, and try to define these words in context.
Answer the questions below the passage.
Imagine that you enter a parlor. You come late. When you arrive, others have long preceded you, and they are engaged in a heated discussion, a discussion too heated for them to pause and tell you exactly what it is about. In fact, the discussion had already begun long before any of them got there, so that no one present is qualified to retrace for you all the steps that had gone before. You listen for a while, until you decide that you have caught the tenor of the argument; then you put in your oar. Someone answers; you answer him; another comes to your defense; another aligns himself against you, to either the embarrassment or gratification of your opponent, depending upon the quality of your ally’s assistance. However, the discussion is interminable. The hour grows late, you must depart. And you do depart, with the discussion still vigorously in progress.
QUESTIONS FROM THE READING
QUESTIONS FROM THE READING
What does the author mean by the phrase ‘the tenor of the argument’?
What is symbolized by the notion of ‘putting in your oar’?
According to Burke, how do you know when it’s the right time to enter a conversation?
Final Written Assessment for Unit 3:
Your assignment is to construct a written argument to a solution to an environmental conflict that you have researched. Your essay will contextualize the conflict and justify your approach to resolving it.
3.2 Putting in Your Oar
3.2 Putting in Your Oar
Learning TargetsPlan and develop an organized draft of a written argument.• Interact with sources from various viewpoints by taking notes.• Synthesize information to create a written argument.PreviewIn this activity, you will respond to an opinion prompt in writing, exchange papers, share your responses with at least three other students, and then synthesize responses to create a new piece of writing.
Setting the Stage for a Conversation on Paper
Setting the Stage for a Conversation on Paper
Kenneth Burke used the “Unending Conversation” as a metaphor. Burke sought to give an example of what it’s like to contribute to an ongoing academic argument.
To enter the parlor as a writer, you must first read what others have said about the topic. Then you must thoughtfully acknowledge others’ points of view before
contributing your own voice to continue the conversation.
You will now join the “Unending Conversation” by having a conversation on paper.
You will now join the “Unending Conversation” by having a conversation on paper.
First read and respond to the following prompt.
School officials can place restrictions on how students express themselves through their clothing. Despite most schools having explicit rules regarding dress, every year court cases arise from students claiming that they were unfairly disciplined for what school o#cials saw as inappropriate or potentially disruptive clothing statements.
1. Write one or two paragraphs stating and supporting your response to the following question:
In your opinion, how much control should a school exercise over students’ freedom to express themselves through clothing? (15-20 min)
In your opinion, how much control should a school exercise over students’ freedom to express themselves through clothing? (15-20 min)
Keep in mind that your response will be shared with classmates. Be mindful of grammar and conventions so that your message is expressed as clearly as possible.
Organizing a Conversation on Paper
Organizing a Conversation on Paper
2. Proofread your writing, and, if needed, revise your response so it is ready to be shared with classmates.
3. Your teacher will form small groups of three or four students and explain how to perform the next task. As you read other students’ writing, you will take notes on their positions, using both summaries and direct quotations.
Summaries are short overviews of source material. You should summarize to:
Summaries are short overviews of source material. You should summarize to:
• establish background.
• describe knowledge from multiple sources.
• determine the main idea of a single source.
Quotations are the exact words an author uses. Quotations must always be punctuated with quotation marks and be cited, crediting the author. You should use direct quotations to:
Quotations are the exact words an author uses. Quotations must always be punctuated with quotation marks and be cited, crediting the author. You should use direct quotations to:
• strongly support your argument with another author’s words.
• disagree with another author.
• compare and contrast points of view.
• discuss research that supports your position.
Create a chart in your digital notebook!
Create a chart in your digital notebook!
It is a 4x4 grid
It is a 4x4 grid
✔️ Now, you have two sets of notes to consider as you write a new response (your response and those of your classmates)
🤔 Think back to the parlor example--How can you synthesize these separate but similar writings and get them to "talk to each other?"
✏️ Vocabulary: In your own words as as pairs DEFINE:
synthesis
caveat
A cool British
A cool British
guy explains
guy explains
CAVEAT!
CAVEAT!
Collecting and Organizing Ideas
Collecting and Organizing Ideas
6. Use your notes and consider the following questions to organize your response:
• As you read through your notes, what ideas do you see repeated by several writers?
• Which writers are essentially saying the same thing?
• Which writers take a different direction?
• What is an idea you have not previously considered?
• Who or what point do you agree with?
• Who or what point do you disagree with?
• What do you have to add to the conversation?
• Most important, where are you going to put your oar in and make your
point among the current of all of the other voices?
Writing an Argument
Writing an Argument
Reread the prompt, your original writing, and the notes on your classmates’ opinions. After reading other students’ responses, develop a new piece of writing
that reflects your thinking about the same topic in relation to the opinions of others. Work independently to write a fresh two-paragraph synthesis asserting a claim and incorporating at least two of your classmates’ voices as presented in their pieces.
• First, write an introduction stating the topic, your opinion, and two sides of the issue.
• Next, complete a two- to three-paragraph synthesis response. You may use this frame as a guide for writing synthesis paragraphs.
When it comes to the topic of _________, most of us will readily agree that ______. Where this argument usually ends, however, is on the question of
When it comes to the topic of _________, most of us will readily agree that ______. Where this argument usually ends, however, is on the question of
_________. While some are convinced that _______, others are convinced that _________________.
_________. While some are convinced that _______, others are convinced that _________________.
❓ https://www.educaplay.com/learning-resources/8006626-synthesis.html ⏲️
• Remember that effective arguments contain claims, evidence, and reasoning.
You may assert a complex claim by qualifying your opinion. In addition, you may agree with others’ opinions but also make a case for including an exception or a caveat.
• Remember to use quotations or paraphrases that reinforce your claim.
Writing Prompt: Argumentative
Writing Prompt: Argumentative
In your opinion, how much control should a school exercise over the way students dress?
Should students have the freedom to express themselves through clothing? Write an argumentative paragraph that expresses your opinion and synthesizes information from multiple sources. Be sure to:
• Assert a claim that explains the extent to which school officials should restrict students’ clothing choices.
• Explain how your claim is either supported by others or in conflict with others.
• Include at least one summary statement and one direct quotation.
• Cite the sources you are referencing by using the last names of fellow students.
🍇 ⋆ 🍦 🎀 𝟥.𝟥 𝑅𝑒𝒶𝒹𝒾𝓃𝑔 𝒶 𝒞🌞𝓊𝓇𝓉 𝒞𝒶𝓈𝑒 🍩𝓃 𝐹𝓇𝑒𝑒𝒹🌞𝓂 ❤𝒻 𝒮𝓅𝑒𝑒𝒸𝒽 🎀 🍦 ⋆ 🍇
Learning Targets
Paraphrase and summarize texts, determining the author’s position and view.
• Acquire and use content vocabulary and academic vocabulary.
Preview
In this activity, you will read an excerpt of the First Amendment in order to deepen your understanding of freedom of speech. Then you will read a part of a Supreme Court case related to the First Amendment and analyze the meaning of words used in context to understand one justice’s position on the case.
2. After your teacher assigns you the letter A, B, or C, reread the sentences thatcorrespond with your assigned letter. Next, write in the graphic organizer newdefinitions for opinion, right, and justice based on the meaning of each wordwithin your assigned sentences’ specific contexts.
3. Complete a think-pair-share with a partner, answering these questions:• How do the definitions in the graphic organizer compare and contrast withyour original out-of-context definitions?• How does each word’s definition change depending on the sentence?• What context clues lead you to the new definitions?
3. Complete a think-pair-share with a partner, answering these questions:• How do the definitions in the graphic organizer compare and contrast withyour original out-of-context definitions?• How does each word’s definition change depending on the sentence?• What context clues lead you to the new definitions?
Amendment 1 READ
Identify and underline the central claim of the amendment.
• Circle unknown words and phrases.
Try to determine the meaning of the words by using context clues, word parts, or a dictionary.
What?
The First Amendment is an amendment, or addition, to the U.S. Constitution that protects basic freedoms in the United States. It was the first part of the Bill of Rights added to the Constitution on December 15, 1791.
Amendment I
Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof, or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the government for a redress of grievances.
Vocabulary:
redress: a remedy for a wrongdoing
Scaffolding
Scaffolding
1) Who is the subject of the First Amendment?
2) What do the words, "prohibiting" and "abridging" mean? According to the First Amendment, what can Congress NOT PROHIBIT or abridge?
3) The First Amendment limits Congress's ability to exercise power over six different rights. What are each of these six rights?
These videos talk about the First Amendment and the Tinker case.
These videos talk about the First Amendment and the Tinker case.
3.3 Day 2
3.3 Day 2
The following excerpt is from a 1969 Supreme Court decision, Tinker v. Des Moines.
Secondary school students in Des Moines, Iowa, wore black armbands to school to protest U.S. involvement in the Vietnam War (1954–1975)—a military conflict between communist North Vietnam and South Vietnam and its ally the United States. People in the United States protested the war due to its length, the high death count, and the lack of a clear and achievable goal. When the students were asked by school administrators to remove the armbands, they refused and were suspended from school.
Three of the students and their parents sued the school district for a violation of First Amendment rights, but the court dismissed their complaint. The case was eventually heard by the Supreme Court in 1969.
𝟛.𝟜 𝔸𝕟𝕒𝕝𝕪𝕫𝕚𝕟𝕘 ℝ𝕙𝕖𝕥𝕠𝕣𝕚𝕔 𝕚𝕟 𝕒 𝕊𝕦𝕡𝕣𝕖𝕞𝕖 ℂ𝕠𝕦𝕣𝕥 ℂ𝕒𝕤𝕖/Day 1 Supreme Court Opinion
Learning Targets
Learning Targets
• Summarize texts for understanding.
• Acquire and use content and academic vocabulary in context.
• Analyze rhetoric in a Supreme Court opinion.
Preview
Preview
In the previous activity, you were exposed to some of the language used in a
Supreme Court decision. In this activity, you will build on that knowledge to
read and work with other excerpts from Tinker v. Des Moines.
Read through carefully!
Read through carefully!
On second read:
On second read:
Circle unknown words or phrases
Circle unknown words or phrases
Try to determine meaning through context clues
Try to determine meaning through context clues
3.4 Day 2 Tinker Dissenting
3.4 Day 2 Tinker Dissenting
3.5 E᙭ᑭᒪOᖇIᑎG OᑭTIOᑎᔕ ᗩᗷOᑌT ᐯᗩᑕᑕIᑎEᔕ
3.5 E᙭ᑭᒪOᖇIᑎG OᑭTIOᑎᔕ ᗩᗷOᑌT ᐯᗩᑕᑕIᑎEᔕ
What do you know about the purpose of vaccinations and how they work?
Write what you know about vaccines. Then, in a small group, record each of
your group members’ responses in the following Jamboard graphic organizer. Use your
group’s collaborative knowledge to create a working definition of vaccination,
recording this definition in the central location.
💉 How do vaccines work? - Kelwalin Dhanasarnsombut
Learn the science behind how vaccines trigger an immune response and teach our bodies to recognize dangerous pathogens.
✏️ PLEASE TAKE NOTES IN YOUR DIGITAL NOTEBOOK!
💻 Then, go back to the Jamboard and create a SUCCINCT explanation of what a vaccination is an how it works.
Jacobson v Mass
Jacobson v Mass
Case Study
Case Study
✍️ Letter Template (Here is a starting point for the letter) ✍️
✍️ Letter Template (Here is a starting point for the letter) ✍️
Dear_____________,
I am writing to bring your attention to the issue of ______________.
I believe that __________________ because _______________________. My position is supported by ________________ and _____________________. Furthermore, _________________ and _______________ provide evidence that ____________________.
Sincerely, _______________________
3.6 Understanding Herd Immunity
3.6 Understanding Herd Immunity
3.7 Alternate Vaccine Text
3.7 Alternate Vaccine Text
3.8 Research Packet
3.8 Research Packet
Research_Packet.pdfClaims Claims Claims.pdfUnit 3: Summative Assessment
Unit 3: Summative Assessment
10.4.1 Praise, Mock, Mourn
10.4.1 Praise, Mock, Mourn
Voices from Literature (Praise)
Voices from Literature (Praise)
Literature to Mock
Literature to Mock
Voices to Mourn
Voices to Mourn
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