Behind every historical event there are stories. These stories expand our view through various different narratives. Students will examine historical events through several different lenses: photography, non-fiction information, and fiction. Using different lenses will allow students to analyze and evaluate the importance of fiction on our understanding of history.
Students will evaluate use of rhetorical elements in modern product commercials and political campaign ads. This lesson can be used in a literature course to make a connection to rhetorical devices used in American Revolutionary Literature or persuasive British Literature. The use of modern commercials and American political advertisements makes the art of persuasion real and applicable to students. It is necessary for students to have a foundational knowledge of rhetorical analysis and persuasion. This lesson is meant to expand on this knowledge.
Students will explore the concept of genetically modified organisms (GMO) such as agricultural crops and animals. Students will research the pros and cons of GMOs and discuss the ethics involved in creating a GMO. Students will utilize the information to define a GMO and conduct a mock trial to debate the ethics of GMO’s.
Students will discuss segregation over 150 years in America through the reading of excerpts from the Gettysburg Address, I Have a Dream, and some 21st Century segregation texts/ charts.
In this download you will find links to resources for information regarding OK C3 standards and CCSS. These resources include detailed information about CCSS as well as practical resources for Authentic Implementation of OK C3 standards and CCSS.
Most everyone thinks the world revolves around them; however, everyone struggles with problems, and each person’s perspective colors their view of events. In this lesson, students will evaluate author’s perspectives (background, bias, passions, regrets, etc…) and use of figurative language in three different poems while examining a biography on each author. The final evaluation piece will require students to choose a newspaper article and analyze the author’s perspective within the writing.
As participants in the world, our students are required daily to be able to evaluate the validity of arguments in media ads, political statements, conspiracy theories, and other media. Thus, students must learn to be “blind in one ear” and tune out the ridiculous or logically corrupt messages. In this lesson, students will analyze sections of Machiavelli’s “The Prince,” a biography on Machiavelli, and an article from the New York Times. Students will examine the Machiavelli works using the categories of the Greek philosopher Artistotle, i.e. pathos, logos, and ethos, to understand how these means are used in argumentative writing to persuade the reader. Students will evaluate the validity of Machiavelli’s use of argument. Finally, students will write an essay arguing whether they believe Machiavelli’s argument is legitimate or not while citing evidence from “The Prince” excerpts, the biography, and the article on leadership to support their argument.
From street credit to citing researched information, our students must know the best sources of information and how to cite that information in their writing. This lesson covers all of this and more and is tied to CCSS. Students will identify and rate evidence in order to create a research project that cites credible sources in the correct format. Prior knowledge on writing genres and textual evidence is necessary.
The purpose of this lesson is to highlight strategies and processes for writing. In this lesson students analyze peer writing and create a list of common writing mistakes. The checklist will then serve as a writing aid for future classroom writing activities.
The purpose of this lesson is to highlight strategies to get students sharing ideas through writing and substantive conversation. The subject matter and articles can be modified, but the process is the same. Students are presented with a polarizing topic and challenged to choose sides and argue their points with facts, citations, and, depending on the age-group, counterclaims.
This lesson is designed to be used as a school-wide thematic unit or by individual content areas. Students engage in a specific topic related to love and create a poster or other Public Service Announcement (PSA) to tell the story of love within that topic
This lesson is a great tool for educating students in the proper way to use Wikipedia as a legitimate research tool. As a result of this lesson, students will learn some invaluable strategies for evaluating the integrity and quality of information that they find while researching.
In this lesson students will interact with basic building blocks and will develop a concrete understanding of the elements of a logical argument. Students will practice the art of defending a claim and anticipating rebuttals, and through various activities, will be prepared to engage in future lessons in which they are asked to develop in-depth arguments to defend their opinions and beliefs.
A Stretch of the Imagination is not a lesson in the true sense of the word. Instead, it is a resource or strategy for assisting students in writing paragraphs and essays, whether persuasive, narrative, or expository.
A debate over the four main parts of speech.
Using Disciplined Inquiry to Engage Students
Of all of the amazing skills that students possess, perhaps there is none greater than their ability to argue! Throw a grammar lesson in front of them, and most will tune out immediately. The subject matter simply does not get them excited. […]
This lesson will use Folklore to take students through a study of story analysis. Students will learn to infer meaning, identify genre-specific characteristics, and will attempt to connect works of literature to similar works from other cultures.
In this lesson, students develop a personal 2-D timeline, free write about who they are, develop a haiku based on their future, and then do data gathering and organizing in order to prepare their own infographic.
This lesson serves as a review of figurative language and sound devices.
This lesson lays out a very simple approach to dissecting the structure of a story. The end result will give students not only a means for understanding literature, but a means for understanding their own “story”. This lesson stresses the idea that exploring literature helps us to better understand the human experience.
This lesson challenges students to take a stance on a very controversial issue at the heart of the crisis in Darfur. Students will be challenged to gather information about the conflict, and using the United Nations definition of genocide, determine for themselves whether or not the conflict in Darfur should be recognized as genocide of the Sudanese people. This research unit will help students become more efficient seekers of information, and will equip them with the tools necessary for constructing a thesis and defending their position.
Student comprehension is a main focus of assessment testing, and comprehension is often measured through a variety of question types including: recall, comprehension, analysis, application, synthesis, and evaluation. Through this lesson, students will explore these types of questions and develop their own questions in correlation to a news article they choose.
This lesson, using a familiar children’s story, will examine two points of view that students should consider when reading a text, and will challenge students to view the world from a perspective other than their own.
In this discussion students will take a critical look at both sides of the energy debate in the United States through an evaluation of current media.
While basic summary and recall should never be completely overlooked, these skills should not be the ultimate goal when assessing a student’s success while reading a novel. The Systematic Symbols note taking process allows students to still demonstrate basic summary and generalization skills, but gives them an avenue through which they can combine note taking with rich discussions and personal reflection. This method will challenge students to engage with the text at a deeper level, while still giving them practice in the skills necessary to be successful on the EOI.