12.alt / Lesson 3 NJC
Introduction
In this lesson, students discuss how Alexander begins to develop her argument. Through a text-based discussion, students analyze how Alexander clarifies her central claim. Student discussion then shifts to focus on the structure of the introduction. Student learning is assessed via a Quick Write at the end of the lesson: How does Alexander’s use of rhetorical strategies contribute to the power or persuasiveness of this section of text?
For homework, students read the first two paragraphs of the Declaration of Independence (from “When in the Course of human events” to “To prove this, let Facts be submitted to a candid world”) as well as the entirety of the Emancipation Proclamation and write a summary for each.
Standards
Assessed Standard(s)RI.11-12.6
Addressed Standard(s)
Assessment
Assessment(s)Student learning is assessed via a Quick Write at the end of the lesson. Students respond to the following prompt, citing textual evidence to support analysis and inferences drawn from the text.
How does Alexander’s use of rhetorical strategies contribute to the power or persuasiveness of this section of text?
High Performance Response(s)
A High Performance Response should:
·
Vocabulary
Vocabulary to provide directly (will not include extended instruction)· parlance (p. 12)
· exceptionalism (p. 14)
Vocabulary to teach (may include direct word work and/or questions)
· piecemeal (p. 15)
Additional vocabulary to support English Language Learners (to provide directly)
·
Lesson Agenda/Overview
Student-Facing Agenda / % of LessonStandards & Text:
· Standards: RI.11-12.5
· Text: The New Jim Crow: Mass Incarceration in the Age of Colorblindness by Michelle Alexander, Introduction, pages 12–19
Learning Sequence:
1. Introduction of Lesson Agenda
2. Homework Accountability
3. Reading and Discussion
4. Quick Write
5. Closing / 1. 5%
2. 25%
3. 55%
4. 10%
5. 5%
Materials
· Student copies of the Delineating Argument Tool
· Copies of the Declaration of Independence for each student (http://www.archives.gov/exhibits/charters/declaration_transcript.html)
· Copies of the Emancipation Proclamation for each student (http://www.archives.gov/exhibits/featured_documents/emancipation_proclamation/transcript.html)
Learning Sequence
How to Use the Learning SequenceSymbol / Type of Text & Interpretation of the Symbol
10% / Percentage indicates the percentage of lesson time each activity should take.
no symbol / Plain text indicates teacher action.
Bold text indicates questions for the teacher to ask students.
Italicized text indicates a vocabulary word.
4 / Indicates student action(s).
( / Indicates possible student response(s) to teacher questions.
i / Indicates instructional notes for the teacher.
File: xx.x.x Lesson 3 Date: xx/xx/15 Classroom Use: Starting xx/2015
© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/ / 5 /
NYS Common Core ELA & Literacy Curriculum / D R A F T / Grade 12 • Alternate Module • Lesson 3
Activity 1: Introduction of Lesson Agenda 5%
Begin by reviewing the agenda and explain to students that in this lesson, students continue to discuss how Alexander clarifies her central claim. Students then analyze the structure of the introduction.
4 Students look at the agenda.
Activity 2: Homework Accountability 25%
Instruct students to take out their Delineating Argument Tool from the previous lesson’s homework. (Read pp. 12–19 of The New Jim Crow (from “Clearly, much has changed in my thinking” to “ensuring that America’s current racial caste system is its last”) and annotate for the components of an argument. Begin to fill in your Delineating Argument Tool.)
Instruct students to form pairs or small groups and discuss the claims, evidence, and reasoning they identified in pages 12–19. Instruct students to answer the following question as they discuss the additions they made to their tools.
How does Alexander continue to clarify her central claim?
Lead a brief, whole-class discussion of student responses. Instruct students to add to their Delineating Argument Tools as appropriate.
( See Model Delineating Argument Tool for sample student responses.
Activity 3: Reading and Discussion 55%
Direct students to remain in their pairs or small groups from the previous activity. Instruct students to reread page 12 (“For me, the new caste system is as obvious as my own face in the mirror. Like an optical illusion…the new caste system lurks invisibly within the maze of rationalizations…”). Instruct students to discuss the following question:
How does this rhetoric help to frame Alexander’s argument?
i Students may need additional support in identifying and discussing rhetorical strategies. Consider reviewing their work with rhetorical strategies in Module XX Unit XX Lesson XX.
Instruct students to reread pages 16–19 (from “Chapter 1 begins our journey” to “ensuring that America’s current racial caste system is its last”). Instruct students to discuss the following question:
What is Alexander’s purpose? How does each chapter relate to her purpose?
Lead a brief, whole-class discussion of student responses.
Activity 4: Quick Write 10%
Instruct students to respond briefly in writing to the following prompt:
How does Alexander’s use of rhetorical strategies contribute to the power or persuasiveness of this section of text?
i Display the prompt for students to see, or provide the prompt in hard copy.
Transition to the independent Quick Write.
4 Students independently answer the prompt using evidence from the text.
Activity 5: Closing 5%
Display and distribute the homework assignment. For homework, instruct students to read the first two paragraphs of the Declaration of Independence (from “When in the Course of human events” to “To prove this, let Facts be submitted to a candid world”) as well as the entirety of the Emancipation Proclamation. Instruct students to write a summary of each text.
4 Students follow along.
Homework
Read the first two paragraphs of the Declaration of Independence (from “When in the Course of human events” to “To prove this, let Facts be submitted to a candid world”) as well as the entirety of the Emancipation Proclamation. Write a summary of each text.
File: xx.x.x Lesson 3 Date: xx/xx/15 Classroom Use: Starting xx/2015© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/ / 5 /
NYS Common Core ELA & Literacy Curriculum / D R A F T / Grade 12 • Module 1 • Unit 1 • Lesson 2
Model Delineating Argument Tool
Name: / Class: / Date:Directions: Identify and record each of the following elements of the author’s argument in the text (or portion of text): central claim, supporting claims, evidence, and reasoning.
Text: / The New Jim Crow: Mass Incarceration in the Age of Colorblindness, Introduction
Central Claim of text: “something akin to a racial caste system currently exists in the United States” (p. 2)
Central Claim of chapter: “something akin to a racial caste system currently exists in the United States” (p. 2)
Supporting Claim:
“[A] huge percentage of [African Americans] are not free to move up at all” in terms of class (p. 13).
Evidence:
Reasoning:
Supporting Claim:
“Although this new system of racialized social control purports to be colorblind, it creates and maintains racial hierarchy much as earlier systems of control did.” (p. 13)
Evidence:
Reasoning:
Counterclaim:
“[T]he election of Barack Obama” indicates that the United States does not have a racial caste system (p. 14).
Evidence:
Reasoning:
File: 12.1.1 Lesson 2 Date: 10/17/14 Classroom Use: Starting 10/2014
© 2014 Public Consulting Group. This work is licensed under a
Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License
http://creativecommons.org/licenses/by-nc-sa/3.0/ / 7 /