L.A. 3 – 11th
To Clone or Not to Clone
11-30 to
12-4-2015
See my NHS Website for handouts
If absent, complete
all notes,
class and homework
Write your responses to activities on a sheet of paper.
If absent, Carolyn Said’s article is on my website.
“Here, kitty-kitty-kitty-kitty: Sausalito firm offers clones for $50,000, signs up 5 cat owners”
Home-
work
/

Cloning Activities 1-4

Seminar Make up and

Cloning Article due
Annotate cloning article you brought.
Activity 5:
Vocabulary Self-Assessment Chart
Put definitions in last column.
Activity 6:
Understanding Key Vocabulary
Pairing Opposites
Using the terms from Act. 5, pair opposite words from the list and then pair similar words from the list. Not all words will be used.
Activity 7:
Understanding Key Vocabulary
Categorizing
Identify words from Activity 5 that fall into these categories:
a. Animal surgeries/ treatments/ general medical terms
b. Words pertaining to babies/ pregnancy
c. Words pertaining to copying
d. Words pertaining to times of life or age
On a sheet of paper,
make 4 columns. Give a heading for each one, using a-d above as titles. / 1. Activity 8:

Understanding Key Vocabulary—Word Sort Activity: Find words in the article.

2. Reading for Understanding
Read through Carolyn Said’s article to identify main ideas and evidence to support your developing interpretations. Read with the grain or “play the believing game,” agreeing with the author as you examine your predictions. **See Activities 3 & 4 predictions to help you answer the questions below.
Answer the following questions:
a. Did the article answer your questions? Which ones?
b. Which of your predictions turned out to be true?
If your prediction was inaccurate, what in the text misled you?
c. What information in the article surprised you? What did not surprise you?
d. What, if anything, confused you?
Share your answers in small groups.
Finish Questions a-d. / Questions due
1. Activity 9:
Organizational Structure-Chunking
a. Draw a line across the page where the introduction ends. Is it after the first paragraph, or are there several introductory paragraphs? Is it in the middle of a para-graph? How do you know that the text has moved on from the introduction? Explain.
b. Draw a line across the page where the conclusion begins. Is it the last paragraph, or are there several concluding paragraphs? How do you know that the text has reached the conclusion?
c. Discuss in groups why the lines were drawn where they were.
d. Chunk rest of article.
2. Activity 10: Considering the Structure of the Text
Descriptive Outlining
Mark your text for each chunk by writing what the author says (content) and what the passage does = (author’s purpose) in the right margin of the article. Label S for says & D for Does before your response
Use your Says/Does. Handout to help you / Says/Does due
1. Activity 11: Annotating and Questioning the Text
Your second reading should be to question the text, reading “against the grain” and “playing the doubting game.” As you read, look for claims and assertions made by Carolyn Said. Does she back them up? Do you agree with them? Explain
Read the article again.
Use different colored highlighters to mark the following parts of the text:
a. Differences between
clone and the original
(For example, CC the cat)
b. Arguments in favor of
cloning (who makes these)
c. Arguments against
cloning (who makes these)
d. Go to the last page of the article. Write your reactions to each chunk of the text on the back of this page.
e. At the bottom of the article, write a sentence or two, summarizing the main idea of the article.
2. Activity 12:
Analyzing Words
After reading the article, locate vocabulary words from the Activity 5 Self-Assessment Chart. Read the sentence in which the word appears. Put box around word / 1. Activity 13:
Analyzing Stylistic Choices
a. How would you describe the style of this article? Is it formal? Informal? Academic? Scientific? Conversational? What did the author hope to accomplish using this style of writing?
b. The author uses names to refer to pets. In the beginning, she refers to cloning “Fluffy or Frisky.” What is the purpose of using these names and what do these names do for the reader?
c. The author uses similes for effect at the end of the text. She cites Hawthorne’s speech, “I’m like a pit bull,” “like working in a fishbowl,” and the author’s own, “The proof is in the puddy-cat.” Re-read the end of the article.
What is her reason for using animal images? How does the description fit with what is being said by Hawthorne by C. Said?
d. Identify two allusions & deter-mine their purpose in the text.
Why did the author use these literary references? What does using them do to the text? What must the reader know to be able to understand these references?
2.Activity 14 Summarizing See article & class notes.)
a. What are the uses of
cloning?
b. Is reproductive cloning
right/acceptable?
c. Is therapeutic cloning
right/acceptable?
d. What organisms are
acceptable for us to clone?
/ with Activity 10.