LBD Argumentative Module
Module Title: Spring Board SatireModule Description (overview): This module is constructed in cooperation with the Spring Board curriculum for the purpose of teaching students to recognize elements of satire, identify the use of humor in writing, and interpret and author’s use of humor to develop a position.
Template Task
Task Number, Type, and Level / Template Prompt / Completed Prompt
· Task 1
· Argumentative
· Level 2 / After researching (informational texts) on
(content), write an (essay or substitute) that argues your position, pro or con, on (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position. / After researching the Spring Board satirical essays and other relevant informational texts on current issues of choice, write a satirical essay* that argues your position on a chosen issue. Support your position with evidence from your research.L2 Be sure to acknowledge competing views.
*For advanced students and/or gifted/talented creativity students, teachers may elect to change the essay to a cartoon, song, poem, or short story with an artist statement that includes support for their selected position with evidence from research.
Grade(s)/Level: 11
Discipline: ELA
Course: Spring Board English III (level 6)
Author(s): Shannon Henson, Jody Blackaby, Kim Girard, Jennifer Henry, Tom Clark
Contact information: , , , ,
Section 1: Standards
Common Core Standards: Argumentation: The following College and Career Readiness (CCR) anchor standards apply to reading and writing in argumentative template tasks. Refer to the 6-12 standards for grade-appropriate specifics that fit each task and module being developed. The standards numbers and general content remain the same across all grades, but details vary.
Number / CCR Anchor Standards for Reading (Argumentation)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 test.
3 / Analyze how and why individuals, events, and ideas develop and interact over the course of a text.
8 / Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
9 / Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.
10 / Read and comprehend complex literary and informational texts independently and proficiently.
Number / CCR Anchor Standards for Writing (Argumentation)
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.
9 / Draw evidence from literary or informational texts to support analysis, reflection, and research.
10 / Write routinely over extended time frames 9time 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.
Content Standards: Insert appropriate content standards as defined by your state/district.
Number / Content Standard(s)Language 1 / Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
Language 2 / Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
Language 3 / Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.
Content Standards Source: Common Core Language Standards (Grades 11-12)
Template TaskTask Number/Type/Level / Template Prompt
· Task 1
· Argumentative
· Level 2 / After researching (informational texts) on
(content), write an (essay or substitute) that argues your position, pro or con, on (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate, clarify, and support your position.
Teaching Task 1
Background: Choose and highlight the humorous parts of “Let's Hear it for the Cheerleaders”. After reading the essay, students will complete a graphic organizer that asks for their examples from the text, why they were humorous, and what messages are implied.
Prompt: After reading Spring Board’s introduction to satire and facilitating a class discussion on the selected list of terms, students will write a paragraph on the question, “How does David Bouchier’s article fit the definition of satire?”
Extension: Discuss student responses, identifying elements of satire and their effect when possible.
Classroom Assessment Task 1
Students will produce a graphic organizer and a responsive paragraph.
Teaching Task 2
Background: Have students read Saukko’s and Mohr’s essays with the intentions of noting one tone word that characterizes the whole piece, justifying the choice in 2-3 sentences, identifying and explaining one element of irony in the text, and noting where the tone shifts (if it does).
Prompt: After dividing the students by their choice of which piece is more effective as satire, the class will debate with evidence from the text and appropriate satirical element examples. Conclusion of the debate will result in a list of criteria for an effective satirical piece. (This list should be posted in the classroom for future reference)
Extension: The students will do quick write (exit slip) explaining how a writer uses tone to advance an opinion.
Classroom Assessment Task 2
Students will produce two quick writes and a list.
Teaching Task 3
Background: Facilitate a class discussion that discusses the statistics on crime and what accounts for these numbers. Then, read Ehreneich’s essay aloud, having the students snap when they perceive a part as funny and marking the text accordingly.
Prompt: After dividing the class into groups of 2-3 and assigning each group one paragraph, the students will reread their paragraph, create a chart based on its contents, and be prepared to teach the information to the class.
Extension: Read aloud the text again stopping at the end of each paragraph to have each group give their presentations.
Classroom Assessment Task 3
Students will create a chart and give a presentation.
LBD Argumentation Rubric
ADVANCED
Focus / Addresses all aspects of the prompt with a highly focused and convincing response.
Reading/Research / Demonstrates accurate and effective use of reading materials to develop argument or proposal and a solid understanding of content as presented in the prompt.
Controlling Idea / Establishes a substantive and credible claim or proposal (L2) Acknowledges relevant competing arguments, defending or qualifying the claim or proposal as appropriate.
Development / Develops a detailed and convincing argument or proposal; provides relevant evidence in the form of examples or explanations with statements from reading material. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.
Organization / Applies an appropriate text structure that develops reasoning; applies a logic model, such as deductive reasoning.
Conventions / Demonstrates a well-developed command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.
MEETS EXPECTATIONS
Focus / Addresses the prompt and stays on task; provides a generally convincing response.
Reading/Research / Demonstrates generally effective use of reading materials to develop argument or proposal and an understanding of the content as presented in the prompt.
Controlling Idea / Establishes a credible claim or proposal (L2) Acknowledges competing arguments while defending the claim or proposal.
Development / Develops a satisfactory argument or proposal using reasoning with adequate detail to support claim or proposal; provides evidence from text(s) in the form of examples or explanations relevant to the argument or proposal. (L3) Makes a relevant connection that helps to clarify argument or proposal.
Organization / Applies an appropriate text structure that develops reasoning; applies a logic model.
Conventions / Demonstrates a satisfactory command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.
NOT YET
Focus / Attempts to address prompt but lacks focus or is off-task.
Reading/Research / Demonstrates weak use of reading materials to develop argument or proposal.
Controlling Idea / Establishes a claim or proposal but is weak or off task; (L2) Attempts to acknowledge competing arguments.
Development / Lacks details to support reasoning; examples or explanations are weak or not relevant. (L3) Connection is not relevant.
Organization / Provides a weak text structure; composition is confusing.
Conventions / Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.
Use this scoring guide throughout the module to clarify expectations for student products.
Overview: LDC Argumentative Instructional LadderClassroom Pre-Instruction
1. Pre-test (optional) / Ability to read a text or multiple texts on a topic or issue and to write an argumentative/informational product.
2. Bridging conversation / Ability to establish knowledge base and assess skills and strategies necessary to manage task.
3. Begin instructional sequence / Ability to understand and explain the teaching task’s prompt and rubric
4. Student project planning / Ability to plan a task so that reading and writing processes are accomplished on time
Reading Process
1. Reading “habits of mind” / Ability to select appropriate texts and understand necessary reading strategies needed for the task.
2. Essential vocabulary / Ability to apply strategies for developing an understanding of a text by locating words and phrases that identify key concepts and facts, or information.
3. Note-taking 1and/or II / Ability to read purposefully and select relevant information; to summarize and/or paraphrase. (Refer to levels applied to prompt.)
Ability to prioritize and narrow supporting information.
Transition to Writing
1. Bridging conversation / Ability to establish knowledge base and assess skills and strategies necessary to manage task.
Writing Process
1. Initiation of task / Ability to establish a controlling idea and consolidate information relevant to task.
2. Planning / Ability to develop a line of thought and text structure appropriate to an Argumentative task.
3. Development / Ability to construct an initial draft with an emerging line of thought and structure.
4. Revision/Editing / Ability to apply revision strategies to refine development of argument, including line of thought, language usage, and tone as appropriate to audience and purpose. Ability to apply editing strategies and presentation applications.
5. Final draft / Submit your final draft before or on due date for scoring and feedback.
6. Extensions / Ability to apply what is learned in the classroom to an experience involving non-school audiences and situations.
Instructional Ladder Section 1 – Classroom Pre-Instruction
1. Pre-test (optional): None
2. Bridging Conversation: Ability to establish knowledge base and assess skills and strategies necessary to manage task.
Prompt: “Unpack” the second Embedded Assessment for Unit 2 of Spring Board level 6.
Product: A graphic organizer that remains visible in the classroom.
Scoring guide: no scoring
Instructional strategies: Read the Learning Focus (The Art of Indirect Persuasion) with the students. The students will then read the text again independently while highlighting words that are familiar to them and marking unknown content with a question mark. Facilitate a class discussion to discover what they have learned and what they need to learn in this module to accomplish the prompt.
3. Begin instructional sequence: Ability to understand and explain the teaching task’s prompt and rubric.
Prompt: In your own words, write a brief explanation of what the instructional task/ Embedded Assessment asks you to do. What knowledge and skills must you employ to complete this task?
Product: Short constructed response
Scoring guide: no scoring
Instructional strategies:
· Review each student’s response to ensure she/he understands the task. Ensure relevant reading material is selected or provided.
· Have students share responses so that students can hear/know what each other is doing and encourage them to help each other when appropriate.
· Discuss in detail the prompt, type of writing and structure, the product, and the rubric.
4. Student project planning: Ability to plan a task so that reading and writing processes are accomplished on time
Prompt: Create timeline for completing the instructional task within a given time frame.
Product: Timeline
Scoring guide: Timeline
Meets / Not yet· Creates a “doable” timeline that paces reading and writing processes / Attempts to meet the criteria for Proficient
Instructional strategies:
· Model a common or sample timeline & homework
· Provide students with a timeline template
· Discuss the importance of planning
Instructional Ladder Section 2 – Reading Process (Development of Skills and Cognition)
1. Reading “habits of mind”: Ability to select appropriate texts and understand necessary reading strategies needed for the task.
Passage I: “Let’s Hear It for the Cheerleaders”
Prompt: After reading “Let’s Hear It for the Cheerleaders,” write a paragraph that answers the question, “How does David Bouchier’s article fit the definition of satire?”
Product: A paragraph response.
Scoring guide:
Meets / Not yet· Response is accurately and thoroughly explained.
· Response includes appropriate evidence from “Let’s Hear It for the Cheerleaders” as support.
· Response is written in readable prose. / Attempts to meet the criteria for Proficient
2. Essential Vocabulary: Ability to apply strategies for developing an understanding of writing by locating words and phrases that identify key concepts and facts, or information.
Passage II: “How to Poison The Earth” and “Gambling In Schools”
While reading any passage, students will highlight and mark the text in accordance to pertinent information or unknown content.
After reading any passage, the students are asked if there were any words that they did not understand. Students then will share those words with the class and put them on the word wall in the classroom. Then the students will look up the definition and write it next to the word.
Scoring guide:
Meets / Not yet· Satirical elements will be highlighted in the texts, unknown vocabulary will have questions marks and be defined on the word wall / Attempts to meet the criteria for Proficient
3. Note-taking 1: Ability to pre-write purposefully and select relevant information; to summarize and/or paraphrase.