Lesson Plan for English 11 Performance Task #2
Time: 2 class periods Teacher: Theresa Hessling
Standard(s)RL.1. Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.
RL.9. Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics.
RI.8. Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning and the premises, purposes, and arguments in works of public advocacy.
RI.9. Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.
RI.10. By the end of grade 11, read and comprehend literary nonfiction in the grades 11–CCR text complexity band proficiently, with scaffolding as needed at the high end of the range.
RI.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem.
RI.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.
W.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.
b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.
c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
e. Provide a concluding statement or section that follows from and supports the argument presented.
W.9. Draw evidence from literary or informational texts to support analysis, reflection, and research..
Objectives
1. Students will take a position on a topic.
2. Students will read various texts to form an opinion on a topic.
3. Students will support their claim with evidence from the texts they read.
4. Students will write an argumentative essay in response to the topic. / Assessment – Essential Question:
For this final assignment, revisit the texts assigned and write a 500-word essay taking a position in response to Wiesel’s claim that “The Talmud tells us that by saving a single human being, man can save the world.”
Materials
Watch video clip of soldier’s response to quadruple amputee
http://www.wnem.com/story/18582063/soldier-hit-by-ied-stays-positive-posts-inspirational-video
“Hills Like White Elephants” by Ernest Hemingway
http://www.asdk12.org/staff/grenier_tom/HOMEWORK/208194_Hills_Like_White_Elephants.pdf
“Hope, Despair, and Memory” by Elie Wiesel
http://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-lecture.html
War Series: The Letter by Jacob Lawrence
http://weeklyartist.tumblr.com/post/1584529919/jacob-lawrence-war-series-the-letter-egg
“Richard Cory” by Edwin Arlington Robinson
http://www.poemhunter.com/poem/richard-cory/
Excerpt from The Great Gatsby by F. Scot Fitzgerald
· George Wilson realizing Myrtle had cheated on him (ch. 8)
Instructional Strategies
Day #1
1. Tell students that they are going to read various texts in different forms. After reading those texts closely and jotting notes, they will have to respond to a question where they will take a position. Remind them that when they take a position, it must be clear and they must have evidence from the texts to support their claim.
2. Show students the essential question that the will have to answer on their performance task. Tell them to use this question as their guide as they read the assigned texts.
3. Show students the video clip of “Where is the Love?” by the Black Eyed Peas, along with a copy of the lyrics. Have them jot notes on the lytics sheet as they watch and listen. They can use these when completing the writing assignment.
4. Pass out the remaining texts. Tell students to highlight and JOT as they read them. Remind them of the guiding question and that they will use the texts to complete the writing performance task.
5. Give them the rest of the class period to complete the readings. Have them complete the readings, highlighting and jotting for homework if they do not get them done in class.
Day #2
1. Pass out the Performance Task sheet and give students the class period to write their argumentative essay response to the question. Remind them to proofread it before they turn it in.
2. Score completed essays using the attached rubric/scoring guide.
Adapted from the Center for Performance Assessment (1-800-844-6599) www.makingstandardswork.com
English 11: Performance Task #2
Grades 11 Literacy: Grappling with Hope and Despair
In your reading and writing you have explored texts where writers and artists wrestled with having hope or being plagued with despair in regards to the world, their lives, and the lives of others.
For this final assignment, you will revisit these texts and write a 500-word response that reflects your beliefs about hope and despair.
In your paper, please do the following:
1. Take a position in regards to Wiesel’s claim that “The Talmud tells us that by saving a single human being, man can save the world.”
2. Explain your position by drawing on your own reporting work and on your work with various texts you’ve studied during this task.
3. Be sure to use specific examples from these texts to support each of the major points you want to make about doing this kind of work.
4. Consider what people who hold a different point of view might say. How will you answer their concerns or questions? (refute the counterclaims)
5. In your conclusion, pose at least three questions this experience raises for you about the importance and the challenges of creating – and reading – accounts that aim to make people have more hope or make the more hopeless.
· In other words, what lessons or implications does this experience hold for me as a reader or viewer or listener?
· What are the lessons for me as a reporter?
· If I returned my micro-report to these people, would they recognize themselves?
· Would they be ashamed?
English 11: Performance Task #2
Before assigning this performance task assessment, students will need to have read The Great Gatsby in full, in order to understand the excerpt and the performance task question. Recap the reading of the book if time has elapsed.
Task Selections:
Novel:
Excerpt from The Great Gatsby by F. Scot Fitzgerald
· George Wilson realizing Myrtle had cheated on him (ch. 8)
Short Story:
“Hills Like White Elephants” by Ernest Hemingway
http://www.asdk12.org/staff/grenier_tom/HOMEWORK/208194_Hills_Like_White_Elephants.pdf
Speech:
“Hope, Despair, and Memory” by Elie Wiesel
http://www.nobelprize.org/nobel_prizes/peace/laureates/1986/wiesel-lecture.html
Art/Poetry/Music:
War Series: The Letter by Jacob Lawrence
http://weeklyartist.tumblr.com/post/1584529919/jacob-lawrence-war-series-the-letter-egg
“Richard Cory” by Edwin Arlington Robinson
http://www.poemhunter.com/poem/richard-cory/
Media:
Watch video clip of soldier’s response to quadruple amputee
http://www.wnem.com/story/18582063/soldier-hit-by-ied-stays-positive-posts-inspirational-video
Scoring Rubric (taken from SMARTER Balanced website)