Choice Article Connections Assignment

Teacher: Nathalie Harper

Subject & Grade: 10​th​ Grade English II
Lesson Date: 2/18/2019

OBJECTIVE(S)/STANDARD(S) CONNECTION TO ACHIEVEMENT GOAL(S)

What will your students be able to do? How does the objective connect to the goal(s) you
Reference Common Core or your state’s have for your students this year?
standards, as applicable.
Objective: This objective helps students to achieve growth in
SWBAT synthesize information from literary and their reading level by encouraging a high level of
informational sources to draw conclusions about engagement in rigorous texts and tasks. It will also
discrimination, oppression, and injustices past and help to make them more globally aware and to
present. think critically about the world around them.

Standards:
● 9-10.RI.1 Cite strong and thorough textual
evidence to support analysis of what the text
says explicitly as well as inferences drawn
from the text.
● 9-10.W.7 Conduct short as well as more
sustained research projects to answer a
question (including a self​-​generated question)
or solve a problem; narrow or broaden the
inquiry when appropriate; synthesize multiple
sources on the subject, demonstrating
understanding of the subject under
investigation.
PREREQUISITE SKILLS DIAGNOSTIC
What will your students need to know to master How will you assess students’ mastery of these
the grade-level objective? foundational skills?
● Students will need to be able to comprehend The students have been assessed on these skills
texts at or above grade level. previously and have been placed in strategic
● Students will need to be able to identify groups with built in scaffolds and differentiation
important details in a text to summarize. available to students struggling with these skills.
● Students will need to be able to synthesize
ideas from multiple texts. They will also be assessed in these skills in the
● Students will need to be able to have basic beginning part of the lesson, which allows
skills in Google Classroom as well as Google interventions to be provided if need be.
Docs.

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ASSESSMENT
How will you know whether your students have made progress toward the objective? How and when
will you assess mastery?
Students will complete a reflection on Google Classroom at the end of class which will serve as a
formative assessment. The students will then participate in a Socratic Seminar to discuss and further
synthesize ideas from all of the texts and media we have examined in this unit. Then, they will be
writing a synthesis essay about the essential questions using the texts from today as well as the other
texts from the unit as a summative assessment.
KEY POINTS
Key points are student-facing statements that include important content students needs to know to be
successful in the lesson. What three to five key points will you emphasize?
● Discriminate (verb)- to treat a person or a group of people differently than other people
● Injustice (noun)- lack of fairness or justice
● Oppression (noun) prolonged cruel or unjust treatment or control.
● ACE Short Answer Response Strategy Review:
o Answer the question
o Cite evidence from the text
o Explain your answer.

OPENING/HOOK (15 min.) MATERIALS

How will you communicate ​what​ is about to happen?
How will you communicate ​how​ it will happen?
How will you communicate its​ importance? ​
How will you communicate ​connections​ to previous lessons?
How will you engage students and capture their interest?
1. Bellwork (3 min)​- Students will answer the following questions in the Bellwork
section of their reader’s notebooks. Then, they will be chosen at random using - PowerPoint
popsicle sticks to share their answers. Slides
1) Think of a time when you felt as though you were being judged or - Projector
treated unfairly because of a trait you possess. Explain what happened - Video
in a few sentences or more. - Reader’s
Notebook
2. What Would You Do ​Video Clip​ ​(4 min)-​ Students will watch a video - Numbered
(0:00-3:10) from the show What Would You Do. Then, students will quickly Popsicle Sticks
discuss their reactions to the clip.

3. What Would You Do? Think-Pair-Share Activity (6 min)- ​Students will think
about each question, then discuss with their partner, then share in a class
discussion.
● You witness a kid in your class call a Muslim student a terrorist.
● Your female friend’s mom wants her to drop out of school to help take care
of the other kids at home while her brothers finish high school.
● Your teacher makes a comment about illegal immigrants needing to be
deported.
● You witness a manager at a restaurant tell a gay couple to leave because
they are holding hands.
● Your parents disapprove of a boyfriend or girlfriend you are dating because
they are a different race.
● Your school does not allow a student with autism to audition for the school
play.

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 ● You witness the guys in the locker room harassing another player because
he is homosexual.
● You hear the baseball coach say that he is going to cut a kid from the team
because he dresses “emo”.

4. Introduce Objectives, Connection to Essential Questions, and Relevance

(2 min)​- Teacher will explain the lesson objectives, connect to the essential
questions for the unit, and explain the relevance of the learnin.
● SWBAT synthesize information from literary and informational sources to
draw conclusions about discrimination, oppression, and injustices past and
present.
● Essential Questions:​ ​Essential Questions:
1. When is it justified to be selfish over selfless?
2. To what extent do individuals have control over their lives? What
role does chance, choice, or fate play?
3. How do individuals respond to systemic brutality, persecution, and
violence?
● Night​ is more than just an engaging story, it is real. Discrimination,
oppression, and injustice is not exclusive to the Jews in World War II. It is
important that we learn and reflect on other current and past examples of
injustice and decide how we will handle them.

INTRODUCTION OF NEW MATERIAL (10 min.) MATERIALS

What key points will you emphasize and reiterate?
How will you ensure that students actively take in information?
Which potential misunderstandings will you anticipate?
Why will students be engaged/interested?
Mini Lesson:​ Teacher will present the following information and examples as - Projector
students take notes by paraphrasing in the notes section of their reader’s notebook. - PowerPoint
New Vocabulary: Slides
● Discriminate (verb)- to treat a person or a group of people differently than - Reader’s
other people Notebooks
➢ Active Participation- Think of a time where you saw or experienced
somebody discriminate against another. Share with your partner.
● Injustice (noun)- lack of fairness or justice
➢ Active Participation- Turn& Talk- What is the difference between
discrimination and injustice?
● Oppression (noun) prolonged cruel or unjust treatment or control.
➢ Active Participation- How is oppression different from discrimination
and injustice?
Strategies:
● ACE Short Answer Response Strategy Review:
● Answer the question
● Cite evidence from the text
● Explain your answer.
➢ Active Participation- Which of the following is the best example of
ACE?
“What lesson can be learned from Act 5 Scene 1 of Romeo and Juliet? Answer
using ACE.”
a) To plan ahead of time, always.
b) The lesson of this is to be mature. Romeo is a romantic and
wants a lover very much that it’s his flaw. This shows Romeo is
willing to do anything for love.

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 c) The lesson to be learned is to wait before you act. Romeo
never even asked or looked for Friar Lawrence. Not looking or
asking about Juliet will end in him ending his life.
d) Don’t be confident. Friar Lawrence’s plan doesn’t go too well.

GUIDED PRACTICE (10 min.) MATERIALS

How will you ensure that all students have multiple opportunities to practice?
How will you scaffold practice exercises from easy to hard?
Why will students be engaged/interested?
How will you monitor and correct student performance?
How will you clearly state and model behavioral expectations?
The teacher will play a couple of short video clip, the students will write their - Projector
answers, and as a class they will discuss the answers to the questions. These are - Video Clips
the same questions they will be answering during independent practice for their - Laptops &
articles. assignment on
Google
Example 1- ​Customer Racially Profiled In High End Store​ (1:42 - 2:42) Classroom (or
1) Who was being ​discriminated​ against? Why? on printed
Answer: The salesman discriminated against the black man by assuming he did not handouts)
have enough money because of his race.
2) What ​injustices​ were present?
Answer: The salesman was suspicious of the man and was harassing him.
3) Is this an example of ​oppression​? Why or why not?
Answer: It can be an example of oppression because it is a form of racism that has
been long established in America.

Example 2- ​Customer Abuses Employee with Down Syndrome​ (1:11-1:50)

1) Who was being ​discriminated​ against? Why?
Answer: The bagger at the grocery store is being discriminated against because he
has Down Syndrome.
2) What ​injustices​ were present?
Answer: The man in the checkout line is making rude remarks.
3) Is this an example of ​oppression​? Why or why not?
Answer: It may not be an example of oppression because he is not prevented from
having equal rights, though people with disability have been mistreated for
a prolonged amount of time..

INDEPENDENT PRACTICE (20 min.) MATERIALS

In what ways will students attempt to demonstrate independent mastery of the
objective?
Why will students be engaged/interested?
How will you provide opportunities for extension?
How will you clearly state and model behavioral expectations?

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Choice Articles​: Students will choose two articles from a folder on Google - Laptops
Classroom to read. They may choose articles about the same topic, or different - Articles on
topics. For each article, they will write a summary and complete the following four Google
questions requiring text evidence to build on the ideas from today’s lesson on a Classroom (or
Google Doc. printed)
- Assignment on
1. Who was being discriminated against? Why? Google
2. What injustices were present in the article you read? Classroom (or
3. How is this an example of oppression? printed)
4. Compare and contrast- what similarities and differences do you see
between the discrimination of those in the article you read and the
discrimination Elie and his family faced in ​Night​?
CLOSING (5 min.) MATERIALS
How will students summarize what they learned?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of (or
progress toward) the objective?
Why will students be engaged/interested?
Reflections: Students will answer the following questions at the end of their - Laptops &
assignment. assignment on
Google
Step 1: Students will answer the essential questions for the unit once more by citing Classroom (or
evidence from the articles they read today. printed)

Essential Questions:
1) When is it justified to be selfish over selfless?

2) To what extent do individuals have control over their lives? What role does
chance, choice, or fate play?

3) How do individuals respond to systemic brutality, persecution, and

violence?

Step 2: Students will reflect on the question below and respond in writing.

1) How did your answers to the Essential Questions change after reading
these articles?
DIFFERENTIATION MATERIALS
How will you vary your approach to make information accessible to all students?
● Anchor charts - Anchor Charts
● Strategic partnerships - Seating Chart
● Sentence Stems - Sentence
● Student Choice Stems on ppt
● Appeal to Different Learning Styles - Multiple texts
● Think-Pair-Share for interest and
Lexile
- PowerPoint
with videos and
images

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 Handouts & Resources

Please include copies of any handouts, student worksheets, or other resources.

Link to Student Choice Articles: ​https://drive.google.com/open?id=1W0D-7NNW4Nr8dj10dVaeBQBQzE3mHIos

Link to Student Handout: ​https://goo.gl/3P9DGx

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 References

Christensen, L. (2009). Teaching for joy and justice: Re-imagining the language arts classroom.

Milwaukee, WI: Rethinking Schools

Maxwell, R. J., Meiser, M. J., & McKnight, K. S. (2011). Teaching English in middle and

secondary schools (5th ed.). Boston, MA: Pearson.

National Council of Teachers of English. (2009). CEE position statement: Beliefs about social

justice in English education. Retrieved from

http://www.ncte.org/cee/positions/socialjustice

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