Unit 1 Lesson 15
Introduction
This lesson is to prepare students for the End-of-Unit Assessment. It prepares students to write formally using strong and thorough textual evidence to analyze character development over the course of the story. Students will be introduced to the End-of-Unit Assessment prompt and will engage in an evidence-based debate about the prompt. students will have a debate work on adding introductions and conclusions to the written response .This will continue to build some initial skill around the writing process they will develop more fully later in the year.
Standards
| RL.9-10.3 | Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. |
| W.9-10.5 | Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Editing for conventions should demonstrate command of Language standards 1–3 up to and including grades 9–10 referenced here.) |
| RL.9-10.1 | Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. |
| W.9-10.2 | Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. |
Assessment: Students will write a response to the following prompt-
How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea?
Learning Sequence:
- Talk to your “debate” team members and share notes in the Planing Tool to get ready for the final debate on the assigned position. The debate is a way to help you think about the final assessment writing before you begin to write. It will help you gather strong and thorough evidence that will be used to help you analyze character development over the course of the story. The debate provides you a way to find textual evidence to support a position they may take on the assessment prompt.
- Review the Evidence-Based Debate Planning Tool to each student. Each small group must gather evidence arguing their assigned position using the tool. In addition, you must explain why the text evidence supports your position (this is the text analysis), where the evidence came from (page number and stage), and include appropriate and important vocabulary from the text.
- Each team will present their evidence to support their position. Each side of the position shares three pieces of strong textual evidence that supports your position. As each side of the position shares, the other sides should take notes to rebut the evidence presented with text evidence from their position.
- Rebut means “to challenge or oppose evidence presented.” You should look for ways to challenge or oppose evidence presented by the opposing side, or position.
- Each team will use their evidence to rebut other teams’ argument. After each group shares its three pieces of text evidence, the groups can take turns rebutting or providing more evidence to debate.Take a few minutes to prepare rebuttals and additional evidence. Use the language frames discussed in the unit. Even though this is a debate and you are arguing, respectful discussion is integral to the success of academic debate.
- Whiling listening to each team’s argument, jot down ideas or evidence you find convincing. Save your notes in the Planning Tool as well the additional notes you have jotted down. You may need the information later for your essay.
- Now we have had our debate, reflect on “What were the various reasons, discovered through the evidence-based debate, that demonstrate Claudette’s successful or unsuccessful integration into human society? “
- Share Debate Evidence Samples( teacher-version). Take notes while listening.
- Assessment-Respond to the following Writing Prompt:
| How would the reader’s understanding of the story change without the descriptions of the different stages of Lycanthropic Culture Shock? How do they reveal the story’s central idea? This well-developed response should have multiple pieces of textual evidence from different stages of development. |
10. Work in pairs to add an Intro and Conclusion to your response.
- Use the following questions to discuss about an introduction: a)What is the purpose of an introduction? B)What should you write in an introduction when answering a question about literature? C)What should not be included in an introduction? D) What additional information does the Text Analysis Rubric provide about writing an introduction?
- Use the following questions about conclusions: a)What is the purpose of a conclusion? B)What should you write in a conclusion when answering a question about literature? C) What should not be included in a conclusion?
Homework: Write an Introduction and Conclusion to your response based on the components discussed today in class.