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English 10: INFORMATIONAL READING UNIT

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Jodi Allan

on 13 April 2016

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Transcript of English 10: INFORMATIONAL READING UNIT

ENGLISH 10:
INFORMATIONAL READING UNIT
Essential Questions:
How do writers, artists and musicians engage in civil disobedience?

Is the role of art to protest political and social issues?

Is it civil disobedience to protest or is it un-American?

How do informational writers, photographers, naturalists, and reporters engage in civil disobedience and protest?

How is their approach to educating or providing news a protest of political and social issues? Is it civil disobedience or unethical?

How do foundational documents in American History preserve the rights of individuals to engage in civil disobedience?

What constitutional rights urge individuals to read, write and act to preserve the rights of all individuals?

How do individuals, news agencies, artists, and political groups prepare and act within these constitutional rights?
Overarching Questions:

What is civil disobedience in a democratic society?
How do Foundational U.S. Documents influence contemporary actions, ideas, and values of writers and individuals in a democratic society?

Enduring Understandings:

Readers of informational texts use a multi-draft reading approach to comprehend complex texts.
Readers of informational texts use a variety of reading, thinking and note-taking strategies to develop knowledge and become conversational about concepts and ideas.
Foundational US Documents provide background knowledge about democratic values that can serve as a lens to read and study current events and the writings of 20th and 21st century authors of literature, informational texts, and argumentative texts.
Enduring Understandings:
TASK 1:
Reflective Survey Of Reading Skills, Habits, Strategies, and Processes.

Take the reflective survey to identify your strengths and areas of challenge.
This information will establish a baseline of your knowledge about reading informational texts and your habits while reading informational texts.

This survey is based on the three concepts from the Common Core :
*Key Ideas and Details
*Craft and Structure
*Integration of Knowledge and Ideas

Answer the questions honestly.
When you are finished, turn it over and wait for further instructions.
PRE-UNIT
ASSESSMENT & PERFORMANCE TASK
TASK 2:
On-Demand Close Reading

Now you will
read and annotate a text-pair
to establish a baseline of your INDEPENDENT habits while reading informational texts.
Before you read the articles, let's look at the TITLES only.

Article #1:
Flappy Bird- #1 for Both iPhone and Android- Has Been Removed from All
App Stores by Its Creator

Article #2:
Winter storm part deux: This time, we're ready, says Georgia

Write the titles on the Task 2 handout.
Now write a response to the "Before Reading" question for each.
Now follow the directions on the handout and read the articles.
This is NOT a partner activity. It is YOUR pre-unit assessment.
Turn & Talk

Tell each other this:
What do you read to "get information"?

How is reading informational text different than reading a piece of fiction (like reading a news article compared to reading The Great Gatsby)?
Session One
Readers apply their knowledge of historical and cultural contexts to the reading of literature, since literature is heavily influenced by the time and place it was written.
(Hey! We just learned that in the narrative reading unit! What do you know...it's all connected.)
Remember this dude?
Yes, this is a cell phone case.
Why might be he appalled that his face is on this object?
Turn & Talk

Remind each other about what Thoreau believed and what that night he spent in jail was all about.
In your WNB:
Write your definition of CIVIL DISOBEDIENCE.
Give an example!


In your WNB, jot 3-4 reading goals for this unit. Think about your habits and attitudes about reading informational text.

What do you need to do more often or better whilst reading non-fiction?
GOAL SETTING
How do writers, artists, and musicians protest and engage in civil disobedience?

Is the role of art to protest political and social issues? Is it civil disobedience or un-American?
Framing Questions
CIRCLE
historical
details.

Identify details that place the poem in history:
historical events, society, and/or culture

What details in the literature/art indicate a period in history?
Cite the details that describe the period in history.

What do I know
about this period in history or the society and
culture of that time?
Underline
words, phrases, or lines
that are examples of craft decision (
metaphor, simile, repetition, diction, etc
) that defines the author’s
intention to protest
.

Write a
marginal note
that briefly state the possible
intent/meaning
of the words, phrases or lines.


How is this literature/art an example of civil disobedience?
What craft or structural decisions does the writer use to protest events of that time period or place?


What are your reactions to the literature?

Explain what details in the text caused you to react in these ways.
Do two things to
examine the structure and identify the possible purpose
for these structural decisions:

1. Star and draw an arrow to the
line that creates a shift in the focus, place, person, or emotion of the poem.
Label the shift and its possible purpose in the margin.

2.
[
Bracket
] key or repeated words/lines
or a stanza that seems to state or imply the
central idea
of the poem.
Label the idea suggested in these lines or stanza.
First Draft Reading
GLUE-INs FOR TODAY'S SESSION
Make sure these are securely glued in your WNB.
"Death of the Ball Turret Gunner"
"Ohio"
"A Break from the Bush"
"Born in the USA

3-draft read instructions
Let's look at "Death of the Ball Turret Gunner." Listen and annotate as I model the three draft reading under the ELMO.
The Death of the Ball Turret Gunner

From my mother's sleep I fell into the State,
And I hunched in its belly till my wet fur froze.
Six miles from earth, loosed from its dream of life,
I woke to black flak and the nightmare fighters.
When I died they washed me out of the turret with a hose.

~Randall Jarrell
Second Draft Reading
Third Draft Reading
Connecting to the theme of Civil Disobedience
Listen the song "Ohio."
I will play it once, and you can really just listen.
Annotate the song in your WNB when I play it a second time.

Circle and Underline the same things I did when I modeled the poem! I'll put that slide back on the screen for you.
"OHIO"
Turn and Talk:
Now compare your thinking with a partner and identify the historical period, key craft decisions and their purpose, and key shifts or structural decisions and their purpose.

Then state the central idea of the song in preparation to share your thinking with the class.
INDEPENDENT PRACTICE
Do a three-draft reading for the other song and poem on your glue-ins.
Annotate the texts.
Complete Thinking Chart (WNB)
Born in the USA
Tin soldiers and Nixon's comin'.
We're finally on our own.
This summer I hear the drummin'.
Four dead in Ohio.

Gotta get down to it.
Soldiers are gunning us down.
Should have been done long ago.
What if you knew her and
Found her dead on the ground?
How can you run when you know?

Na, na, na, na, na, na, na, na.
Na, na, na, na, na, na, na, na.
Na, na, na, na, na, na, na, na.
Na, na, na, na, na, na, na, na.

Gotta get down to it.
Soldiers are cutting us down.
Should have been done long ago.
What if you knew her and
Found her dead on the ground?
How can you run when you know?

Tin soldiers and Nixon's comin'.
We're finally on our own.
This summer I hear the drummin'.

Four dead in Ohio.
Four dead in Ohio.
Four dead in Ohio.
A Break from the Bush

The South China Sea
drives in another herd.
The volleyball's a punching bag:
Clem's already lost a tooth
& Johnny's left eye is swollen shut.
Frozen airlifted steaks burn
on a wire grill, & miles away
machine guns can be heard.
Pretending we're somewhere else,
we play harder.
Lee Otis, the point man,
high on Buddha grass,
buries himself up to his neck
in sand. "Can you see me now?
In this spot they gonna build
a Hilton. Invest in Paradise.
Bang, bozos! You're dead."
Frenchie's cassette player
unravels Hendrix's "Purple Haze."
Snake, I7, from Daytona,
sits at the water's edge,
the ash on his cigarette
pointing to the ground
like a crooked finger. CJ,
who in three days will trip
a fragmentation mine,
runs after the ball
into the whitecaps,
laughing.

[YUSEF KOMUNYAKAA, Dien Cai Dau, Hanover 1988, p. 27]
Born down in a dead man town
The first kick I took was when I hit the ground
You end up like a dog that's been beat too much
Till you spend half your life just covering up

Born in the u.s.a., I was born in the u.s.a.
I was born in the u.s.a., born in the u.s.a.

Got in a little hometown jam
So they put a rifle in my hand
Sent me off to a foreign land
To go and kill the yellow man

Born in the U.S.A...

Come back home to the refinery
Hiring man said son if it was up to me
Went down to see my v.a. man
He said son, don't you understand

I had a brother at Khe Sahn
Fighting off the Viet Cong
They're still there, he's all gone

He had a woman he loved in Saigon
I got a picture of him in her arms now

Down in the shadow of the penitentiary
Out by the gas fires of the refinery
I'm ten years burning down the road
Nowhere to run aint got nowhere to go

Born in the u.s.a., I was born in the u.s.a.
Born in the u.s.a., I'm a long gone daddy in the u.s.a.
Born in the u.s.a., born in the u.s.a.
Born in the u.s.a., I'm a cool rocking daddy in the u.s.a.
Ok, you've seen the rubric.
Maybe you want to slow down in your reading. Make a stratégie that'll help you accomplish that. These goals are for you and by you (FUBU) so take them seriously and make them specific to you.
The Death of the Ball Turret Gunner
From my mother's sleep I fell into the State,
And I hunched in its belly till my wet fur froze.
Six miles from earth, loosed from its dream of life, I woke to black flak and the nightmare fighters.
When I died they washed me out of the turret with a hose.
~Randall Jarrell
Historical details, Hmmm. What do I recognive here?
Ok, "ball turrent gunner", I've seen that on old planes. That's the plexiglass globe under the plane. What's that WW II?
Wet fur? Well, if this is a plane then maybe that's those bomber jackets. And if it's it cold, it's older right.

Flak and nightmare fighters-WWII that's what I think
Writer's Craft
The Death of the Ball Turret Gunner

From my mother's sleep I fell into the State,
And I hunched in its belly till my wet fur froze.
Six miles from earth, loosed from its dream of life,
I woke to black flak and the nightmare fighters. When I died they washed me out of the turret with a hose.
~Randall Jarrell
Fur Froze-alliteration, ha.
It starts with this mother's sleep and falling in to the State. That can't be you know, real, um literal so it must be figurative. Metaphor maybe?
Dream of life and Belly remind me of being born. I think this guy's pretty young. That makes sense if he's a gunner.
"When I died" bummer and first person, so he's telling this as a dead guy.
"Washed me out with hose",man. that's gross. Imagry, but not really because there's no description, thank goodness. He left it to my imagination-ick.
The Death of the Ball Turret Gunner
From my mother's sleep I fell into the State,
And I hunched in its belly till my wet fur froze.
Six miles from earth, loosed from its dream of life,
I woke to black flak and the nightmare fighters.
When I died they washed me out of the turret with a hose.
~Randall Jarrell

Where's the shift? Where does this change? Well he's dead here-that's pretty big, shift wise.
I also think that is what the poem's about right here-he's dead, in a real gross way. That's not what I think of when I think about dog fights and WWII and all (thanks Holden.) I think about glory and bravery and if you die it's all glorious and everything. I don't think being washed out of a plexiglass ball with a hose is very glorious.
Structural Decisions
That sounds heavy man, but doesn't it just mean where things are in the poem. How it's put together. Yeah, solid!
Death of the Ball Turret Gunner
(Gives Context!)
What's a ball turret gunner, anyway?
http://en.wikipedia.org/wiki/Ball_Turret
http://en.wikipedia.org/wiki/Air_gunner
Jarrell, who served in the Army Air Force, provided the following explanatory note:
"A ball turret was a Plexiglas sphere set into the belly of a B-17 or B-24, and inhabited by two .50 caliber machine guns and one man, a short small man. When this gunner tracked with his machine guns a fighter attacking his bomber from below, he revolved with the turret; hunched upsidedown in his little sphere. The fighters which attacked him were armed with cannon firing explosive shells. The hose was a steam hose."
http://www.english.illinois.edu/maps/poets/g_l/jarrell/turret.htm
What happened at Kent State University?

The Kent State shootings—also known as the May 4 massacre or the Kent State massacre—occurred at Kent State University in the U.S. city of Kent, Ohio, and involved the shooting of unarmed college students by the Ohio National Guard on Monday, May 4, 1970. The guardsmen fired 67 rounds over a period of 13 seconds, killing four students and wounding nine others, one of whom suffered permanent paralysis.
Some of the students who were shot had been protesting against the Cambodian Campaign, which President Richard Nixon announced in a television address on April 30. Other students who were shot had been walking nearby or observing the protest from a distance.
There was a significant national response to the shootings: hundreds of universities, colleges, and high schools closed throughout the United States due to a student strike of four million students, and the event further affected the public opinion—at an already socially contentious time—over the role of the United States in the Vietnam War.
(Wikipedia)
CONTEXT
DRAW THIS IN YOUR WNB
SHOW YOUR THINKING
The lyrics help evoke the turbulent mood of horror, outrage and shock in the wake of the shootings, especially the line "four dead in Ohio," repeated throughout the song. "Tin soldiers and Nixon coming" refers to the Ohio National Guardsmen who killed the student protesters and Young's attribution of their deaths to the President of the United States, Richard Nixon. Crosby once stated that Young keeping Nixon's name in the lyrics was "the bravest thing I ever heard." The American counterculture took the group as its own after this song, giving the four a status as leaders and spokesmen they would enjoy to varying extent for the rest of the decade.



After the double's release, it was banned from some AM radio stations because of the challenge to the Nixon Administration in the lyrics, but received airplay on underground FM stations in larger cities and college towns. Today, the song receives regular airplay on classic rock stations on both FM and on Sirius XM's various channels. The song was selected as the 395th Greatest Song of All Time by Rolling Stone in December 2004.
Wikipedia
1: Circle Historical Details
2: Underline Craft Decisions
3: Star the Turning Point
Bracket Repeated/Key Words

Answer Questions on Thinking Chart in WNB
HOMEWORK!
Bring an example of PROTEST ART
(poem/song/photo/painting/etc.)
Recorded May 21, 1970
Metacog Write

Use the song, picture, photo, or poem that you brought with you today to complete the following tasks:

Use your WNB to answer the questions below. If you have a physical copy--mark it up! Give the author/title/artist's name/etc.

What is being protested? How do you know?
What is the Point of View?
Do you agree/disagree with the view of the artist(s)? Explain your answer by providing examples from the text and details from current events.
"Born in the USA"
Bruce springsteen wrote “Born in the USA” in 1981, and it was released on the album of the same name in 1985.

Written eight years after the war ended, the song reveals the emotional scars of vietnam. Using a firstperson narrative, the song takes on meaning both personally and politically: it shares the experience of a man who fought in the war and returned.

At the same time, it forces listeners to confront the question of whether the nation failed in its responsibilities towards those who serve in the military.
Antithesis:
The contrasting of two ideas by placing them close together (juxtaposing them).

How does Springsteen use this rhetorical device in “Born in the USA”?
Born down in a dead man's town
the first kick I took was when I hit the ground
You end up like a dog that's been beat too much
'til you spend half your life just covering up
How do these first lines
introduce the song?
TONE
describes the author’s attitude towards a subject, while “mood” is how the
reader feels. How would you describe the mood of “Born in the USA”?

Which lyrics do you think are the most powerful in achieving that mood?

Make sure you underline them
What impact do these
opening lines have?
Born/Dead
Covering up what?
This doesn't sound good.
What did he do?
The DRAFT--No choice for poorer guys. Richer guys in college could avoid going to war. Lower class and middle class kids, not so much.
Being born in the USA doesn't really guarantee you anything, like some people think it does.

What does it get you? Sent to war and discarded upon your return--if you are lucky enough to return.
Sounds like War--but he is talking about HOME
This song reminds me of Lutenient Dan from "Forrest Gump"
son, brother, daddy...hmmm
Session 2
How do informational writers, photographers, naturalists, and reporters engage in civil disobedience?

How is their approach to educating or providing news a protest of political and social issues?

Is it civil disobedience or unethical?
Essential Question:
Readers of informational text use a multi-draft approach to analyze texts.
They pay close attention to craft decisions as they view visual texts.
Teaching Point-
Dive: Trailer
First-Draft Reading (teacher model): Watch the video all the way through.

Identify the central idea or purpose of the speaker. Find one or two details that seem important or influential.
We're going to watch this video twice-it's short. The first time through don't take any notes-just watch.
This time through I'd like you to use the questions we used for the poems and songs. We'll stop along the way so you can take notes.
Mini-Task
Do a first and second draft read of the following texts
Turn and Talk:

Share your protest art and discuss what's being protested. Tell your partner if you agree or disagree with what's being protested.
Who wants to share protest art under the ELMO?
HOMEWORK: Do a close reading of these images. Answer the questions on the back of your sheet.
Session 3
Yeah, write these in your WNB.
That's a marine base. It was surrounded and attacked for about 5 months. There was even a secret plan to use nuclear bombs to rescue the Marines.
Vietnamese guerrilla fighters aka "Charlie"
Capitol of South Vietnam.
V.A. stands for Veterans' Administration
After all that's happened to him, war, lost his brother, no job when he comes home, how's he a "cool rocking daddy"? Does Bruce mean to be ironic here?
Timing:
Beginning 0-2:10
Middle 2:10-3:33
End 3:33-4:26
Track Team Disqualified
http://sports.yahoo.com/news/official--celebration--not-act-of-faith--got-high-schooler-disqualified-170034775.html
Complete Article
http://www.dailymail.co.uk/news/article-2321393/Demands-shut-high-school-hotness-tournament-May-Madness-girls-encouraged-look-finest-win.html?ito=feeds-newsxml
May Madness
Readers of Informational Text use a
multi-draft approach
to analyze text.

The evaluate the author's stated or implied
CLAIM
and the
EVIDENCE
.
3-DRAFT Reading Approach
FIRST READING:
Reading for gist and central idea

Draw arrows to words and images that seem important
Label to note what the words suggest
Second Reading:
Put a

in the margin to indicate important LINES

Quickly summarize the key facts/details
REPORT OUT
Third Reading:
Identifying a range of reader responses

Circle details that connect to YOU and your POV

Draw a square around details that other people (with other beliefs and backgrounds) might connect with
T&T for two...then we'll discuss as a class
With Your Group:

1. Make up two "people" who may read this article. Create identities for them. Write their POVs on the "Our Thinking" sheet.

2. Look at the article through the lens of these different readers; decide how they would feel about the issue and why.
My Thinking Chart:
Complete "My Thinking" questions.
Then, compare your thinking with your group members' thinking.
On the back of that chart is another chart!
Hotness Contest
What do you think this article will be about just from reading this?
INDEPENDENT PRACTICE
(fancy phrase for HOMEWORK)
Do a 3-Draft Read for the article,
"Celebration, not act of faith, got high schooler disqualified."

Complete the ADD ON and staple to article.
Hey! You know all about Glue-Ins. Now we have Add Ons, too. This is not for your WNB. Instead, you will staple it to your article (or "add it on").
Be warned! I found new icons on the prezi!
Demands to shut down high school hotness tournament 'May Madness' where girls are encouraged to look their finest to win
By JAMES NYE

May does not only mean the end of a school year for students at a Washington high school. It also means May Madness, a competition that pits female students against each other in a bracket to determine who is the "hottest."
The so-called "hotness tournament" has become a tradition at Issaquah High School in Issaquah, Wash., according to Seattle's KING-TV. Over the past five years, boys have been encouraged to vote online for who they think are the best-looking girls in their class. Girls are encouraged to "look their finest" during the voting period.
The creators of May Madness -- which is allegedly set up similarly to college basketball's March Madness -- are anonymous, according to The Seattle Times. Last year, the contest's Facebook page had a direct link to voting, but this year it does not. School administrators have been unable to determine who is behind it.
As Issaquah High officials try to track down the individuals responsible for the contest, they have been keeping police abreast of the situation and are asking host sites to shut down voting pages, the Times reports.
However, Issaquah School District spokeswoman Sara Niegowski realizes that they are relatively powerless. “These are pretty smart folks behind this," Niegowski told KING-TV. "They know their First Amendment rights. They're very quiet about who it is and the group behind it."
Still, she is clear that she doesn't remotely agree with the message the tournament sends.
“I think it’s certainly a form of harassment and bullying,” she told Fox's KCPQ. “I don’t think it’s set up to make people feel good and just from the start you’re basing things on looks, personality, popularity. That’s preying on people’s confidences when you’re already at a very vulnerable age.”
A representative for Issaquah High School could not be reached for comment at the time of publication.
FIRST READING:
Reading for gist and central idea

Draw arrows to words and images that seem important
Label to note what the words suggest
What? Really, who decides?
"tradition"? For how long?
Anonymous, of course.
Really? this is protected speech?
Second Reading:
Put a

in the margin to indicate important LINES

Quickly summarize the key facts/details
Third Reading:
Identifying a range of reader responses

Circle details that connect to YOU and your POV

Draw a square around details that other people (with other beliefs and backgrounds) might connect with
Hotness Tourney= boys voting for who they fin attractive. Girls are "encouraged" to look their best. Anonymous
Police and officials are trying to shut it down but can't because it's a free speech issue.
It's harassment and bullying. It makes people feel bad about how they look and encourages anonymous criticism.
CHALK TALK PROTOCOL
Choose an ink color that is uniquely your own--write your name in this ink in the upper corner of the paper, then use this pen to respond on the paper.

One person will write the question in the center of the page. Then each person will write his or her response.

Circle around the paper to read what others have written and write a question or comment in response to something you read.
As a reader, are
you swayed
to be on one side or the other?
How so? Do you think the
writer is biased
?
Cite details directly from the article.

(look at the words you noted in your first read and the details you starred in your second read).
What is the main idea of the article? Cite details.
How might other people react to this article? Why?
Session 4


Second Read: Focus on Words
Let your eyes "float" over the cartoon. Artists know what will capture the mind's attention first. Allow your mind and your eyes to naturally find the portion of the cartoon that most stands out. Most often, this will be a
caricature, which is an exaggeration or distortion of a person or object with the goal of providing a comic effect.
Follow the cartoon's natural flow by discovering the interaction with the primary focus.

If it's a person, to whom is he/she talking? Where is he/she standing? If it's an object, what is being done to the object? What is it doing there?

Most often, you can look around the immediate vicinity of the primary focus to find what is being described.
This is usually an allusion, or an indirect reference to a past or current event that isn't explicitly made clear within the cartoon.
First Read: Focus on Images
Understand the context. What is the historical context of the cartoon? Beyond the images, look to the words. What do they tell you?
Look for recognizable symbols--
what could they mean on a literal and figurative level?
Always keep in the mind the
RHETORICAL TRIANGLE:
Audience
Purpose
Speaker
What is being protested?
How effective is the protest?
The Four Freedoms
The "Four Freedoms"
Franklin D. Roosevelt's Address to Congress January 6, 1941



In the future days, which we seek to make secure, we look forward to a world founded upon four essential human freedoms.

The first is freedom of speech and expression -- everywhere in the world.

The second is freedom of every person to worship God in his own way -- everywhere in the world.

The third is freedom from want -- which, translated into world terms, means economic understandings which will secure to every nation a healthy peacetime life for its inhabitants -- everywhere in the world.

The fourth is freedom from fear -- which, translated into world terms, means a world-wide reduction of armaments to such a point and in such a thorough fashion that no nation will be in a position to commit an act of physical aggression against any neighbor-- anywhere in the world.

That is no vision of a distant millennium. It is a definite basis for a kind of world attainable in our own time and generation. That kind of world is the very antithesis of the so-called new order of tyranny which the dictators seek to create with the crash of a bomb.

To that new order we oppose the greater conception -- the moral order. A good society is able to face schemes of world domination and foreign revolutions alike without fear.

Since the beginning of our American history, we have been engaged in change -- in a perpetual peaceful revolution -- a revolution which goes on steadily, quietly adjusting itself to changing conditions -- without the concentration camp or the quick-lime in the ditch. The world order which we seek is the cooperation of free countries, working together in a friendly, civilized society.

This nation has placed its destiny in the hands and heads and hearts of its millions of free men and women; and its faith in freedom under the guidance of God. Freedom means the supremacy of human rights everywhere. Our support goes to those who struggle to gain those rights or keep them. Our strength is our unity of purpose.

To that high concept there can be no end save victory.

From Congressional Record, 1941, Vol. 87, Pt. I.
War Posters by Norman Rockwell

©1943 SEPS: The Curtis Publishing Co., Agent

Printed by the Government Printing Office
for the Office of War Information
Ward Sutton
is an American illustrator, cartoonist and writer born in Minneapolis and based in New York City. His comic strip, "Sutton Impact", was published in The Village Voice from 1995 to 2007.
Evolution of the Four Freedoms Speech
http://www.fdrlibrary.marist.edu/pdfs/ffdrafts.pdf
But can we ABUSE our freedoms? When do our rights to protest become UNAMERICAN? Or just wrong? Where and how do we draw the line-- and who decides?

Look at this interpretation of the Four Freedoms:
http://thoughtsondemocracy.blogspot.com/2008/06/chip-kidd.html
Mid-Unit Assessment
http://www.pdx.edu/sites/www.pdx.edu.usp/files/usp_skate.pdf
The Urban Grind
Readers apply reading and writing strategies and emerging knowledge on a topic.
Apply your analysis skills as you read two texts of two different genres on civil disobedience.

Write three paragraphs: A summary of each text and a response which details your interaction with the texts.
Prompt:
Perform a multi-draft read with your texts. Annotate the texts, applying the strategies you have practiced already in this unit.
Next, write a paragraph summarizing each text.


Write a third paragraph that extends your thinking
by combining two or more of the following ways to interact with text:
•connections to another text
•questions that emerge
•historical and/or socio-cultural connections
•point of view•writer’s craft and/or structural decisions
•personal connections
Session 6
Readers approach difficult texts various times, each with a different purpose to discover what is meant and how the text influences the reader's views.

Readers use strategies to decipher the challenging vocabulary in a seminal or foundational text.
Draft #1
: Reading for the Central Idea and Details in Chunks of the text.

As you listen to the first chunk of FDR's speech, please do the following:
HIGHLIGHT words that Roosevelt emphasizes with his voice or with pauses.
WRITE an "A" in the right margin to indicate applause.
WRITE a "C" in the right margin to indicate cheering.
FDR: The Four Freedoms
Next....
Reread the chunk and pause after each paragraph to do the following annotations in the
LEFT MARGIN
:
1. Make your thinking visible. Write in the margins to make sense of the purpose of each paragraph.
Look for and label the following:

History
:
References to historical events.
Current Events
:
Connections to your world.
Views: Where would different audience members see things differently.
Statement: What speaker says about the current events. (his current, not yours)
Foundational Knowledge: These are things that ALL Americans know about America--what we stand for, believe in, or should anyways. (Core Democratic Values)
What the speaker can reasonably assume his audience will know -just cuz- Just cuz it's part of the culture. In this case it's Democratic/American identity stuff but it could be just about anything.
2. Identify the sentences that connect multiple paragraphs and state a central idea for a chunk of the text.
STAR and UNDERLINE these sentences
.


3.
Write a brief summary
of the chunk in the margin. Summary will connect all the paragraphs in the chunk in the margin.

How does the process-labeling, connecting, and summarizing the chunk- increase your comprehension of a long and complex historical text.
Continue to label the next two chunks with this process.
http://www.fdrlibrary.marist.edu/ffaudiofull.mp3
http://millercenter.org/president/speeches/detail/3320
Habits:
(Yup, write these in you WNB)
Draft Read #2
Reread key sections of the speech to study the CRAFT and STRUCTURAL DECISIONS Roosevelt used to engage his audience and to emphasize his key points.
I. Craft:
Find and identify examples of decisions the writer made about how to present his/her ideas.
Parallelism/Repetition Diction
Transitional

words Pronouns
Strong

Verbs Allusion
Rule of 3 Opposites/Pairs
Alliteration
Figurative Language
II. Structure (How is it organized and put together?)
Look back at your notes/labeling and try to identify how the writer structures the chunk that you're looking at. Give that structure a name:
Cause and Effect
List
Problem/Solution
Compare/Contrast
Definition
III. Claim
Come up with a claim suggesting why this pattern is effective and how it helps the central idea of the chunk.
Next time you come to class,
you should have:
Marginalia and highlighting:

A first draft read for the entire document
Labels of the paragraphs' purposes
Starred and underlined key lines
Chunk summaries

A second draft read for the entire document
Labeling of writer's craft plus explanations
Labeling of the structure of each chunk



an imitative work created to mock, comment on an original work, its subject, author, style, or some other target, by means of satiric or ironic imitation.
Parody:
Session 7: Reading a Range of Texts to Build Knowledge-MODEL

Source:
“Sailing” from Wikipedia

Key points:
-First evidence of a sailboat comes from
5th C. Kuwait

-Sails are airfoils that work by using an
airflow set up by the wind and the motion of
boat
-“Points of Sail” are the most important
parts of sail theory

-Trim- the fore and aft balance of the boat
-Balance- the port and starboard balance

Interesting Quote:
“A traditional modern yacht is
technically called a ‘Bermuda sloop’
(sometimes a ‘Bermudan sloop’).
A sloop is any boat that has a single
mast and usually a single headsail
(generally a jib) in addition to the
mainsail.”
SESSION 7
Teaching Points

Readers explore a variety of texts to discover interests, gain expertise on a topic.
R
eaders evaluate the validity of internet-based texts.
You need to select a specific topic to research.

Be careful with your topic selection-- you will need to find several online sources to read about your topic.
How is a specific freedom being
challenged, oppressed, or protested
today?
Select TWO topics.
Complete five entries for each.
Make your Google search specific--but if you don't know EXACTLY what you want to research, use this kind of search:
Protests at the capitol in Lansing
See what Michiganders have been protesting!
from the OWL at Purdue
A
bibliography
is a list of sources (books, journals, Web sites, periodicals, etc.) one has used for researching a topic.

Bibliographies are sometimes called "References" or "Works Cited" depending on the style format you are using.

A bibliography usually just includes the bibliographic information (i.e., the author, title, publisher, etc.).

An
annotation
is a summary and/or evaluation.
What is an ANNOTATED BIBLIOGRAPHY?
Summarize:
What is the article about?
What is the main idea or claim of the source?
What are two or three facts in the article that support the claim?
No personal opinions in this paragraph.
Assess:
After summarizing a source, assess/evaluate it.
What makes it a useful source?
Is the information reliable?
Is this source biased or objective—and how do you know?
What is the purpose and who is the audience of the source?
Reflect:

How does this source fit into your research as a whole? How is this source helpful to you in creating a well-rounded understanding of the topic/issue?
How does it help you shape your argument about the issue?
Has it changed how you think about your topic?
How would you use this source in your research project?
Therefore, an
annotated bibliography
includes a summary and/or evaluation of each of the sources. Depending on your project or the assignment, your annotations may do one or more of the following:
http://owl.english.purdue.edu/owl/resource/614/03/
SAMPLE
Before we return to the lab:

1.
Website validity:
You will complete a validity check for three of your sources. This will be checked in tomorrow.

2. Today you should have
10 sources documented
in your WNB. These will be checked in today in the lab.

3. Remember that you receive participation points for being ON TASK in the lab.
Example
Final Exam
DUE today by end o' the hour:
Rubric
Annotated Bib
Template
Validity
10 sources
Final Exam:
Will look like the mid unit assessment--
read articles, annotate, summarize, synthesize

Topic will be about "The Teenage Brain"
The task will look similar to your mid-unit assessment.
You will have
five articles/images
from which to choose.
You will annotate and write about
three
of the articles/images.
Summary paragraph
for each: Main idea supported by evidence.
Synthesis paragraph
: Making connections among THREE of the sources.
How do they know that??
Examples of Annotations
They make MARGINAL NOTES on the left and right sides of the page
(this is more than three comments!!)
They HIGHLIGHT so feel free to bring a highlighter to your exam!
They FOLLOWED DIRECTIONS:
Starred important details
Underlined words that are important, NOT whole sentences and phrases!
USE SEE/THINK/WONDER
Thought bubbles!
This shows that you understand Point of View!
For the Fourth paragraph:

You must combine
TWO OR MORE
of the following ways to interact with the text:

Connections to another text
Questions that emerge
Historical/Socio-cultural connections
POV presented/personal
Writer's/Artist's craft OR Structural Decisions
Personal Connections
POV and personal connections are two DIFFERENT areas and cannot be combined as one!
http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/

Making thinking Visible: Close Reading Rubric
Forrest Gump--Vietnam Arrival
other images to close read

FDR's FOUR FREEDOMS SPEECH
AUDIO
Now Complete a Second Draft Reading
with a Partner

Work together to identify the writer's craft and the significance of it.

I'll be around to answer questions
in a few minutes
Readers approach difficult texts various times, each with a different purpose to discover what is meant and how the text influences the reader's views.

Readers identify writer's craft and can explain how the writer is using the rhetorical devices and structure to enhance his meaning.
Teaching Points
Quick sampling of yesterday's work:
Summaries from chunks 2 and 3
Task
I will model chunk 1
Partners will work on chunk 2
You will complete chunk 3 for homework
Pre-Assessment:
Activating Prior Knowledge

What is the American Character?
What does it mean to be an American?

In your WNB, respond to these questions. Use examples of the CDV to support your answer.

Mid-Unit Assessment: Developing an Informed View

What is the power of an individual? After collaboratively researching a topic of personal interest that portrays the power of an individual in a democratic society, state an informed view of your topic.


Write a definition paragraph(s) that explains the view and sets it in a current historical context. List a bibliography of readings that reflect the range of digital and print texts used to develop the view.

Post-Unit Assessment: Summative Task

Create a project to inform an audience:
What is the power of an individual in a democratic society? What is at stake if Americans forget our American ideals and our American character? After reading seminal US documents and related readings, do shared research to examine one aspect of these complex questions. Design, plan, write, and develop a digital product that identifies the impact and power of an individual in a democratic society. What conclusions can you draw? Support your discussion with evidence from secondary, primary research, and/or personal experience.

Assessments
What freedoms are being challenged, opposed, or protested in today's society?
What freedoms are at risk?

Consider the four freedoms as a jumping off point
Format:

Double space
all
citations, but do not skip spaces between entries.
Indent the second and subsequent lines of citations by 0.5 inches to create a hanging indent.
Include URL's for websites in angle brackets after the entry and end with a period. For long URLs, break lines only at slashes.
Capitalize each word in the titles of articles, books, etc, but do not capitalize articles (the, an), prepositions, or conjunctions unless one is the first word of the title or subtitle: Gone with the Wind, The Art of War, There Is Nothing Left to Lose.
Use quotation marks for titles of shorter works, such as articles.
How to Write MLA Citations
All entries must be in alphabetical order:

Entries are listed alphabetically by the author's last name (or, for entire edited collections, editor names). Author names are written last name first; middle names or middle initials follow the first name:

Burke, Kenneth
Levy, David M.
Wallace, David Foster
Glue-In-

Here are some common features you should try and find before citing electronic sources in MLA style. Not every Web page will provide all of the following information. However, collect as much of the following information as possible both for your citations and for your research notes:


Author and/or editor names
Article name in quotation marks
Title of the Website, project, or book in italics.
Any version numbers available, including revisions, posting dates, volumes, or issue numbers.
Publisher information, including the publisher name and publishing date.
Take note of any page numbers (if available).
Medium of publication.
Date you accessed the material.
URL address
Example:

(
General Example
)
Editor, author, or compiler name. Name of Site. Name of
institution/organization affiliated with the site
(sponsor or publisher), date of resource creation (if available).
Medium of publication. Date of access. <URL address>.

(
Page on a Website
)
"How to Make Vegetarian Chili." eHow. Demand Media, n.d. Web.

24 Feb. 2009.

(
Web Magazine
)
Bernstein, Mark. "10 Tips on Writing the Living Web." A List Apart:

For People Who Make Websites. A List Apart Mag., 16 Aug. 2002.

Web. 4 May 2009.

(
Video or News Report
)
"The Blessing Way." The X-Files. Fox. WXIA, Atlanta. 19 Jul. 1998.

Television.

Examples
To help.....

CitationMachine.net
EasyBib.com
BibMe.com
Google Annotate
For any questions you may have, visit https://owl.english.purdue.edu/owl/
FYI---

Newspaper and Magazine names are italicized
Magazine articles and newspapers use "quotes" for their titles
http://www.nytimes.com/2014/03/25/us/contraception-ruling-could-have-reach-far-beyond-womens-rights.html?_r=0
http://blogs.artvoice.com/avdaily/2014/03/11/clarence-bans-nothing/
Religious Freedom
Censorship and Free Speech
INFORMATIONAL ESSAY
Research and Writing
Part II:
MLA Citations
INFO TEXT
INFO ESSAY
PREPARING FOR THE INFO ESSAY
Session Two
How is social change perceived by others?
What do these perceptions tell me about the event of individuals that caused the change?


Researchers conduct primary research to gain insight into other people’s experiences with the topic.
OWL Primary Research
https://owl.english.purdue.edu/owl/resource/559/01/
Primary research involves collecting data about a given subject directly from the real world.

It includes details about interviews, surveys, observations, and analysis.
Who, What, Where, When, Why, How.
List the major causes of the event
State the impact of the actions of an individual or group of individuals.
Identify important individuals/groups.
State why this event/individual is interesting or not interesting to you.
Annotating/Multi-Draft Reading
Use your active reading skills to mark-up your article(s) or Visual(s).

Make your thinking visible:
Highlight!
Notes in the margin!
*GOAL: Determine if the article useful
Develop your informed view on your topic
Using the articles you brought to class today:
Consider the following questions when beginning to think about conducting primary research:

What do I want to discover?

How do I plan on discovering it? (This is called your research methods or methodology)

Who am I going to talk to/observe/survey? (These people are called your subjects or participants)

How am I going to be able gain access to these groups or individuals?

What are my biases about this topic?

How can I make sure my biases are not reflected in my research methods?

What do I expect to discover?

Where Do I Start?
Compose a survey of 8-10 Questions
Survey at least 25 people


Many types of primary research exist. This guide is designed to provide you with an overview of primary research that is often done in writing classes.

Interviews: Interviews are one-on-one or small group question and answer sessions. Interviews will provide a lot of information from a small number of people and are useful when you want to get an expert or knowledgeable opinion on a subject.

Surveys: Surveys are a form of questioning that is more rigid than interviews and that involve larger groups of people. Surveys will provide a limited amount of information from a large group of people and are useful when you want to learn what a larger population thinks.

Observations: Observations involve taking organized notes about occurrences in the world. Observations provide you insight about specific people, events, or locales and are useful when you want to learn more about an event without the biased viewpoint of an interview.




Primary research involves
collecting data about a given subject directly from the real world
.

Primary research is any type of research that
you go out and collect yourself
.

Examples include
surveys, interviews, and observations
.



What is Primary Research
and How do I get Started?
Session One
Info Essay writers develop an informed view
Exit Slip
On your slip of paper, write:
Your name
The FREEDOM and/or CDVs your research included
Your focused sub-topic

I will review your topics and make a list of people researching the same or related freedoms/CDVs.

You will have the opportunity to share research and collaborate.
**Check-In Points**
PROPER DOCUMENTATION
From your reading a range of informational texts on your topic, you should be able to:
https://owl.english.purdue.edu/owl/resource/614/03/
http://www.huffingtonpost.com/2014/03/29/teen-science-fair-font-project-government_n_5051800.html
Informational Essay
Session 1
In your WNB come up with a list of Americans who have changed our society for the better.
Teaching Point: Researchers draw upon prior knowledge to make decisions about topics of interest to study. They develop a daily reading or viewing habit when exploring the world in search of examples that provide a definition for their ideas about the research inquiry.
Inquiry Question: What character traits define Americans?
• What are the character traits of Americans who created social changes to ensure a democratic society for all?
• What are the character traits evident in local heroes and social activists in the daily news?

In your WNB:

Come up with a list of traits that define what it means to be American
What images do you think of?
Songs?
Words?
A Google search of the word "American"
http://www.nytimes.com/2014/09/24/us/in-colorado-a-student-counterprotest-to-an-anti-protest-curriculum.html
Students Protest Anti-Protest Curriculum
Close Reading of Images
Close read an image much like you read printed text.

First draft read: Get a feeling for the historical time period or event. what are the historical markers? How could you learn more if you needed to?

Second draft read: Identify craft decisions by the artist/photographer that help make meaning. How does this help you understand how the piece is an example of civil disobedience?

Third: How do you feel about the image and how might others feel?
Pay attention to how the following when analyzing an image:
Color
Size
Location
Relationship
Words
How to Chunk the speech:
Three chunks
1. Freedom of Speech
2. Freedom of Worship
3. Freedom from Fear
4. Freedom from want
Chip Kidd:
The point is that every day we see how these
freedoms can not only be taken for granted,
but that they can be
twisted to harmful ends by the very people they are meant to serve
.

Thus Freedom from Want leads to rampant obesity;

Freedom of Worship leads to using God to hate
;
Freedom of Speech leads to destruction of property
; and
Freedom from Fear leads to the proliferation and deadly use of guns
.

Turn and Talk:
Share the craft decisions you annotated.
Read the handout
Consider the choice of diction by FDR
This technique only works if
everyone
is writing and responding throughout the designated time period.

Be open with your thoughts but
do not write silly things
and
don't be rude
in any way. If you do, you will get a zero for the activity.

Everyone is responsible for writing, reading other people’s comments, and responding;
there should be no talking.

No one should sit down until the time period is over.


Researchers/Writers draw upon prior knowledge to make decisions about topics of interest to study.

Researchers/Writers develop an informed view.

• Draw on prior knowledge of Core Democratic Values to develop an inquiry

• Develop collaborative research skills to explore a subject in both breadth and depth

• Use a guided inquiry to cite explicit and inferred evidence on character traits, laws, and values

• Survey a series of sources (video and print) to identify key information to narrow a search for a potential topic

• Synthesize and categorize the results of sources to identify potential claims

• Identify elements (graphics, image, sound, words) of texts that represent or define the author’s purpose

Informational Essay Skills/Objectives
Teaching Points:
Chalk Talk
is a silent way to reflect, generate ideas, check on learning, develop projects, or solve problems.

Because it is done completely in silence, it gives groups a change of pace and encourages thoughtful contemplation.
Purpose:
Or, "Why are we doing this?"
Or, what are we learning?
Why do you suppose that FDR chose to highlight the specific four freedoms in his address to Congress?

How did historical circumstances of the speech contribute to FDR's emphasis on these freedoms?
Can we abuse our freedoms?

When do our rights to protest become "UNAMERICAN"? Or just wrong?

Where do we draw the line--and who decides?
4th Hour Groups
#1
Joey
Riya
Jarrett
Donna
#2
Justin
Laura
Taylor
Phillip
#3
Adam
Aparna
Sydney
Shahroz

#4
Max
Megan
Shelby
Nick
#5
Jalen
Madison
Maggie
Amanda T.
Sarah
#6
Amanda C.
Graceanne
Rohitha
Lila
Goal: To generate ideas for discussion and research
HOMEWORK

WNB Entry--Glue In
The freedom/right to/core democratic value of ______________ is currently being opposed/protested/challenged,
as seen in the issue of _____________________.
Evidence pointing to this conclusion include____________________________.

CLAIM
Research Metacog
In your WNB, think about your research.
Do your five sources give you (or anyone else who reads them) an INFORMED VIEW? EXPLAIN.

Do your sources include multiple view points?

Do you have a variety of "types" of sources-- hard news, scholarly article, multiple medias, etc?

What is lacking from your research? Do you have crummy sources that need to be scrapped?
Outline
What is an outline?
What does it do?
How does it help us?
Why do this instead of write a paper?
Format
I. Right/Issue
A. Thesis/Claim
B. Evidence
i. Supporting Evidence #1
a) Quote or Fact from Article
ii. Supporting Evidence #2
a) Quote or Fact from Article
iii. Supporting Evidence #3
a) Quote or Fact from Article
C. Personal Opinion
i. Opinion of the Issue and right being challenged
a) Reasons to support your opinion
INFO TEXT SENTENCE OUTLINE
Use this guide to create an outline for a potential informational essay about your topic. MLA format.

Claim: The freedom/right to/core democratic value of _________ is currently being opposed/protested/challenged, as seen in the issue of _____________________.
Evidence pointing to this conclusion include____________________________.

I. Supporting Evidence #1, written as a topic sentence
A. Direct quote from source, cited
II. Supporting Evidence #2, written as a topic sentence
A. Direct quote from source, cited
III. Supporting Evidence #3, written as a topic sentence
A. Direct quote from source, cited
IV. Important People (associated with the issue)
A. Name: Involvement with the issue
B. (Optional Person #2)
V. Personal Commentary
A. Writer’s opinion on the topic, after developing an informed view through research.
i. Reason to support your opinion
ii. Reason to support your opinion
Full transcript