LDC Module Template

“Exploring the Effects of Indifference”

Information Sheet for Argumentation Module

Module title: / “To Care or Not to Care: That is the Question.”
Module description (overview): / This module will show the effects that indifference has on carrying out acts of genocide. After reading the selected texts, the students will write a letter and send it in to Upfront Magazine to feature in the “teen voices” section.
Template task (include number, type, level): / Template Task 2, L1, L2, L3 – Argumentative/Analysis
Teaching task: / Should by standards be held just as accountable as those who commit acts of genocide? After reading the UN Policy on Genocide, “Perils of Indifference,” by Elie Wiesel, excerpts from Night by Elie Wiesel, an excerpt from, “Shaking Hands with the Devil: The Failure of Humanity in Rwanda,” and exploring various articles, political cartoons, and pictures, Write a letter which will be featured in the “Teen Voices” section of Upfront Magazine that addresses the question, and support your position with evidence from the text (s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
Grade(s)/Level: / 10
Discipline: (e.g., ELA, science, history, other?) / ELA
Course: / English II
Author(s): / Jennifer Radosh, Julie Blackmon
Contact information: / ,

Argumentation Template from LDC Guide for Teachers | © Literacy Design Collaborative, August 2011 1

Section 1: What Task?

Teaching Task

Teaching task: / Should bystanders be held just as accountable as those who commit acts of genocide? After reading “Perils of Indifference,” by Elie Wiesel, excerpts from Night by Elie Wiesel,
Write a letter which will be featured in the “Teen Voices” section of Upfront Magazine that addresses the question, and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.
Reading texts: / “Perils of Indifference” by Elie Wiesel, Excerpts from Night by Elie Wiesel, excerpt from, “Shaking Hands with the Devil: The Failure of Humanity in Rwanda,” various articles, political cartoons, and pictures
Background to share with students: / The definition of genocide and how it has been a reoccurring theme throughout the world. Introduce the students to the Holocaust and the conflicts in Germany and Rwanda.
Extension (optional): / Have the students create a three minute public service announcement educating the public about genocide.

Content Standards From State or District

Standards source:
Number / Content StandardS
RI.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.
RI.9-10.2 / Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details, provide an objective summary of the text.
RI.9-10.4 / Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone).
RI.9-10.5 / Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise.
RI.9-10.6 / Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature.
W.9-10.2 / Write arguments to support claims in analysis of substantive topics or texts; valid reasoning & sufficient evidence
W.9-10.4 / Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing types are defined in standards 1–3 above.)
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 on page 54.)
L.9-10.1 / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
a. Use parallel structure.*
b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations.
L.9-10.2 / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
a. Use a semicolon (and perhaps a conjunctive adverb) to link two or more closely related independent clauses.
b. Use a colon to introduce a list or quotation.
c. Spell correctly.
L.9-10.4a / Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.
a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
L.9-10.5a / Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
a. Interpret figures of speech (e.g., euphemism, oxymoron) in context and analyze their role in the text.
SL.9-10.1 / Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Include a, c, and d)
SL.9-10.3 / Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

Common Core State Standards

NUMBER / ANCHOR STANDARDS FOR READING
1 / Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
2 / Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
4 / Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
10 / Read and comprehend complex literary and informational texts independently and proficiently.
NUMBER / ANCHOR STANDARDS FOR WRITING
1 / Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
4 / Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
5 / Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
9 / Draw evidence from literary or informational texts to support analysis, reflection, and research.
10 / Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audience.

Scoring Rubric for Argumentation Template Tasks

Scoring Elements / Not Yet / Approaches Expectations / Meets Expectations / Advanced
1 / 1.5 / 2 / 2.5 / 3 / 3.5 / 4
Focus / Attempts to address prompt, but lacks focus or is off-task. / Addresses prompt appropriately and establishes a position, but focus is uneven. / Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position. / Addresses all aspects of prompt appropriately with a consistently strong focus and convincing position.
Controlling Idea / Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no mention of counter claims. / Establishes a claim. (L2) Makes note of counter claims. / Establishes a credible claim. (L2) Develops claim and counter claims fairly. / Establishes and maintains a substantive and credible claim or proposal. (L2) Develops claims and counter claims fairly and thoroughly.
Reading/ Research / Attempts to reference reading materials to develop response, but lacks connections or relevance to the purpose of the prompt. / Presents information from reading materials relevant to the purpose of the prompt with minor lapses in accuracy or completeness. / Accurately presents details from reading materials relevant to the purpose of the prompt to develop argument or claim. / Accurately and effectively presents important details from reading materials to develop argument or claim.
Development / Attempts to provide details in response to the prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes no connections or a connection that is irrelevant to argument or claim. / Presents appropriate details to support and develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to argument or claim. / Presents appropriate and sufficient details to support and develop the focus, controlling idea, or claim. (L3) Makes a relevant connection to clarify argument or claim. / Presents thorough and detailed information to effectively support and develop the focus, controlling idea, or claim. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.
Organization / Attempts to organize ideas, but lacks control of structure. / Uses an appropriate organizational structure for development of reasoning and logic, with minor lapses in structure and/or coherence. / Maintains an appropriate organizational structure to address specific requirements of the prompt. Structure reveals the reasoning and logic of the argument. / Maintains an organizational structure that intentionally and effectively enhances the presentation of information as required by the specific prompt. Structure enhances development of the reasoning and logic of the argument.
Conventions / Attempts to demonstrate standard English conventions, but lacks cohesion and control of grammar, usage, and mechanics. Sources are used without citation. / Demonstrates an uneven command of standard English conventions and cohesion.
Uses language and tone with some inaccurate, inappropriate, or uneven features. Inconsistently cites sources. / Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the audience, purpose, and specific requirements of the prompt. Cites sources using appropriate format with only minor errors. / Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors. Response includes language and tone consistently appropriate to the audience, purpose, and specific requirements of the prompt. Consistently cites sources using appropriate format.
Content Understanding / Attempts to include disciplinary content in argument, but understanding of content is weak; content is irrelevant, inappropriate, or inaccurate. / Briefly notes disciplinary content relevant to the prompt; shows basic or uneven understanding of content; minor errors in explanation. / Accurately presents disciplinary content relevant to the prompt with sufficient explanations that demonstrate understanding. / Integrates relevant and accurate disciplinary content with thorough explanations that demonstrate in-depth understanding.

Section 2: What Skills?

Skill / Definition
Skills Cluster 1: Preparing for the Task
1. Task engagement / Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.
2. Task analysis / Ability to understand and explain the task’s prompt and rubric.
3. Note-taking / Ability to annotate source material; ability to utilize note-taking method to organize key ideas and notes.
Skills Cluster 2: Reading Process
1. Text selection / Ability to identify appropriate texts.
2. Active reading / Ability to identify the central point and main supporting elements of a text.
L2 Ability to identify and analyze competing arguments.
L3 Ability to make clarifying connections and/or provide examples.
3. Essential vocabulary / Ability to identify and master terms essential to understanding a text.
4. Academic integrity / Ability to use and credit sources appropriately.
Skills Cluster 3: Transition to Writing
1. Bridging / Ability to begin linking reading results to writing task.
Skills Cluster 4: Writing Process
1. Claim / Ability to establish a claim and consolidate information relevant to task.
2. Planning / Ability to develop a line of thought and text structure appropriate to an argumentation task.
3. Development / Ability to construct an initial draft with an emerging line of thought and structure.
L2 Ability to analyze competing arguments.
L3 Ability to make clarifying connections and/or provide examples.
4. Revision / Ability to refine text, including line of thought, language usage, and tone as appropriate to audience and purpose.
5. Editing / Ability to proofread and format a piece to make it more effective.
6. Completion / Ability to submit final piece that meets expectations.

Section 3: What Instruction?

Pacing / Skill and Definition / Product and Prompt / Scoring (Product “meets expectations” if it…) / Instructional Strategies
Skills Cluster 1: Preparing for the Task
Day 1 / 1. Task engagement
Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns. / Students will get a picture and use it to define the word, “genocide” on a post-it note. The students will then post the notes on the board and randomly choose five for the class to discuss. / Meets expectations by posting their definition and class discussion. / The teacher will lead the discussion and monitor students during the activity.
2. Task analysis
Ability to understand and explain the task’s prompt and rubric. / Students are shown 5 statements about genocide and will do a four-corner debate.
Students will be put into groups of 3 or 4 and assigned a station about a particular group that has experienced genocide. The students will then have 5 minutes to use the information to fill in Cornell Notes. At the end of 5 minutes, a song will start and the students will have 30 seconds to change stations. This will repeat until all students have visited all stations.
After the stations, students will look over their notes and try to give a definition of “genocide.” As a class, we will then complete a concept/definition map on genocide.