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Argument, Persuasion, or Propaganda? Analyzing World War II Posters
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Students analyze World War II posters, as a group and then independently, to explore how argument, persuasion and propaganda differ.

Subject:
English Language Arts
Language, Grammar, and Vocabulary
Reading Foundation Skills
Reading Informational Text
Reading Literature
Speaking and Listening
Material Type:
Activity/Lab
Lesson Plan
Provider:
ReadWriteThink
Provider Set:
ReadWriteThink
Date Added:
11/18/2020
BetterLesson: Dr. Martin Luther King's "I Have a Dream" Argument - Part 2
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Educational Use
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What an impact delivery can make! Students will compare the written and spoken version of Dr. King's "I Have a Dream" speech. Included are handouts, examples of student work, and a video of the speech.

Subject:
Social Studies
Material Type:
Lesson Plan
Provider:
BetterLesson
Date Added:
12/01/2022
Buckets of Fun with Argument-Driven Inquiry in Your School Library!
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CC BY-SA
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A new instructional model, called Argument-Driven Inquiry (ADI), is introduced to elementary teachers in this article. The author shows how school librarians and classroom teachers can collaborate to help students construct and communicate evidence, or arguments. Evidence buckets, a collaborative activity, and related online resources are presented. The article appears in the free online magazine Beyond Weather and the Water Cycle, which is structured around the seven essential principles of climate literacy.

Subject:
English Language Arts
Reading Informational Text
Material Type:
Activity/Lab
Lesson Plan
Teaching/Learning Strategy
Provider:
The Ohio State University
Provider Set:
Beyond Weather and the Water Cycle
Author:
Marcia Mardis
National Science Foundation
Date Added:
02/09/2021
Carson - Newman College: Critical Reading of An Essay's Argument
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Educational Use
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Extensive examination of what it means to critically read an argument. This process is sometimes called "critical reading," or "close reading," or "active reading." First the differences between reading to extract information and reading critically are discussed. It then describes five general stages of reading needed for reading critically, including pre-reading, interpretive reading, critical reading, synoptic reading, and post-reading. Each of these are extensively discussed. CCSS.ELA-Literacy.CCRA.R.8

Subject:
21st Century Skills
English Language Arts
Material Type:
Student Guide
Date Added:
12/01/2023
Cleveland State University: Introductions & Conclusions
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Educational Use
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Briefly explains how the introduction and the conclusion work together. Then gives bulleted lists dealing with the introduction and conclusion separately. The conclusion list explains how to make a conclusion go beyond a mere summary statement. This page links to examples of student-written introductions and conclusions. W.9-10.2f Conclusion, W.9-10.5 Writing Process, W.11-12.1e Argument Conclusion, W.11-12.2f Conclusion

Subject:
Arts
English Language Arts
Material Type:
Reading
Date Added:
12/01/2023
English Language Arts, Grade 11
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CC BY-NC
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The 11th grade learning experience consists of 7 mostly month-long units aligned to the Common Core State Standards, with available course material for teachers and students easily accessible online. Over the course of the year there is a steady progression in text complexity levels, sophistication of writing tasks, speaking and listening activities, and increased opportunities for independent and collaborative work. Rubrics and student models accompany many writing assignments.Throughout the 11th grade year, in addition to the Common Read texts that the whole class reads together, students each select an Independent Reading book and engage with peers in group Book Talks. Students move from learning the class rituals and routines and genre features of argument writing in Unit 11.1 to learning about narrative and informational genres in Unit 11.2: The American Short Story. Teacher resources provide additional materials to support each unit.

Subject:
English Language Arts
Material Type:
Full Course
Date Added:
03/04/2021
English Language Arts, Grade 11, American Dreamers
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CC BY-NC
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In this unit, students will take a look at the historical vision of the American Dream as put together by our Founding Fathers. They will be asked: How, if at all, has this dream changed? Is this dream your dream? First students will participate in an American Dream Convention, acting as a particular historical figure arguing for his or her vision of the American Dream, and then they will write an argument laying out and defending their personal view of what the American Dream should be.

ACCOMPLISHMENTS

Students read and annotate closely one of the documents that they feel expresses the American Dream.
Students participate in an American Dream Convention, acting as a particular historical figure arguing his or her vision of the American Dream.
Students write a paper, taking into consideration the different points of view in the documents read, answering the question “What is the American Dream now?”
Students write their own argument describing and defending their vision of what the American Dream should be.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What has been the historical vision of the American Dream?
What should the American Dream be? (What should we as individuals and as a nation aspire to?)
How would women, former slaves, and other disenfranchised groups living during the time these documents were written respond to them?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
English Language Arts, Grade 11, American Dreamers, Making the Case for..., Visions of the American Dream
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CC BY-NC
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In this lesson, students will try to convince their classmates that their character's vision of the American Dream is the best one, and they will evaluate the arguments that their classmates present.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Chris Adcock
Date Added:
03/04/2021
English Language Arts, Grade 11, American Dreamers, Meeting the Players, Effective Arguments
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CC BY-NC
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In this lesson, students will closely analyze the structure of their document, identifying claims, reasons, evidence, and implied or explicit counterarguments. They'll also evaluate the argument made.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Chris Adcock
Date Added:
03/04/2021
English Language Arts, Grade 11, American Dreamers, Meeting the Players, Tailoring Your Argument
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CC BY-NC
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In this lesson, students will examine ways that their writer tailored his or her argument to suit his or her audience, and they'll begin to plan for how they will appeal to a modern teenage audience in their presentation.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Chris Adcock
Date Added:
03/04/2021
English Language Arts, Grade 11, American Dreamers, Setting the Stage, How is an argument structured?
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CC BY-NC
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What is the best way to convince people that you are right? In this lesson, students will look at the structure of the Declaration of Independence, examining how the argument is constructed.

Subject:
English Language Arts
Material Type:
Lesson Plan
Author:
Chris Adcock
Date Added:
03/04/2021
English Language Arts, Grade 11, Much Ado About Nothing
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CC BY-NC
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This unit uses William Shakespeare’s Much Ado About Nothing as a vehicle to help students consider how a person is powerless in the face of rumor and how reputations can alter lives, both for good and for ill. They will consider comedy and what makes us laugh. They will see how the standards of beauty and societal views toward women have changed since the Elizabethan Age and reflect on reasons for those changes. As students consider the play, they will write on the passages that inspire and plague them and on topics relating to one of the themes in the play. Finally, they will bring Shakespeare’s words to life in individual performances and in group scene presentations.

ACCOMPLISHMENTS

Students read Shakespeare’s Much Ado About Nothing .
Students read two Shakespearean sonnets and excerpts from an Elizabethan morality handbook dealing with types of women, and they respond to them from several different perspectives.
For each work of literature, students do some writing. They learn to write a sonnet; create a Prompt Book; complete a Dialectical Journal; and write an analytical essay about a topic relating to a theme in the play.
Students see Shakespeare’s play as it was intended to be seen: in a performance. They memorize 15 or more lines from the play and perform them for the class. Students take part in a short scene as either a director or an actor.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What are society’s expectations with regard to gender roles?
Does humor transcend time? Do we share the same sense of humor as our ancestors?
How do we judge people?
How important is reputation?

BENCHMARK ASSESSMENT (Cold Read)

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

CLASSROOM FILMS

The Branagh version of Much Ado About Nothing is available on DVD through Netflix and for streaming through Amazon. Other versions are also available on both sites.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
English Language Arts, Grade 11, Name That Theme
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CC BY-NC
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In this short unit, students will spend three lessons exploring the importance of themes and main ideas in fiction and informational texts.  Now would be a good time to have them take an assessment of their reading and writing skills. They'll explore theme through O. Henry's classic short story  "The Gift of the Magi" and consider how this piece compares to the main idea in the article "The Proven Power of Giving, Not Getting."

Subject:
English Language Arts
Reading Literature
Speaking and Listening
English Language Arts, Grade 11, Name That Theme, Name That Theme, Culminating Assessment (Writing Portion)
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 In this lesson, you will take the writing portion of the culminating assessment. You will continue to use the skills you have learned in the first three lessons of this unit.Today, students will take the writing portion of the culminating assessment.They will reflect on all the material they have read in this unit, and they will use their understanding of all the material presented to them to write an essay. You will evaluate their work in both reading comprehension and writing.Lesson PreparationRead the lesson and student content.Anticipate student difficulties and identify the differentiation options you will choose for working with your students.If you have students on an IEP or other accommodations, check to see whether they receive extended time or need an alternative test setting. Work with the professional supporting SWDs to make sure student needs are met.

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Lesson Plan
Author:
Chris Adcock
Date Added:
03/04/2021
English Language Arts, Grade 11, Project: Growing Up Digital
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CC BY-NC
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In this unit, students will produce two major pieces of work.  The first piece is an argument essay that grapples with one of the core questions of the unit: who are we, and who have we become because of the ways we connect? Students will read, annotate, and discuss several texts together as they consider the issues surrounding this question, and they will also research and annotate independently as they search for more evidence and perspectives to help deepen their ideas.  They will also create a museum exhibit as part of a team.  The exhibit project will help students identify what's worth preserving about their unique place in history.

PROJECT UNITS

This project unit continues to meet the English Language Arts standards as it also utilizes the learning principles established by the Partnership for 21st Century Skills. It is designed to support deep content knowledge and perseverance through long-term project planning and implementation. In addition, it will help students to recognize, develop, and apply the planning, teamwork, communication, and presentation skills they will use while presenting a final product to their class and/or the greater community. This real-world project-based activity will give students an opportunity to apply the skills they have been learning all year and will guide them to develop the motivation, knowledge, and skills they need in order to be college and career ready.

ACCOMPLISHMENTS

Students write an argument paper where they develop a claim about current culture as it has been influenced by digital connectivity.
Students participate in a group project to create a museum exhibit that captures a unique place, time, and relationship to technology. Students acknowledge the differing perspectives of each group member and use those perspectives to synthesize one cohesive visual argument together.

GUIDING QUESTIONS

These questions are a guide to stimulate thinking, discussion, and writing on the themes and ideas in the unit. For complete and thoughtful answers and for meaningful discussions, students must use evidence based on careful reading of the texts.

What does it mean to be digitally connected?
What are the implications of living in a world where everyone is digitally connected?
How does the availability of instant connectivity shape our relationships?
What does our Internet use reveal about people's needs as humans?

BENCHMARK ASSESSMENT: Cold Read

During this unit, on a day of your choosing, we recommend you administer a Cold Read to assess students’ reading comprehension. For this assessment, students read a text they have never seen before and then respond to multiple-choice and constructed-response questions. The assessment is not included in this course materials.

Subject:
English Language Arts
Reading Informational Text
Reading Literature
Speaking and Listening
English Language Arts, Grade 11, Project: Growing Up Digital, Communicating a Digital Experience, Exploring A Digital Native Exhibit
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CC BY-NC
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Today students will explore one another's Digital Native museum exhibits. They'll have a chance to think about each exhibit and make notes about how it accomplishes the scoring criteria.

Subject:
Composition and Rhetoric
English Language Arts
Material Type:
Lesson Plan
Author:
Chris Adcock
Date Added:
03/04/2021