Bryan County 2012-2013
Unit Planning Organizer – ELA CCGPS
Subject(s)
Grade
Unit of study
Unit Type(s)
Pacing
American Literature
11
Success, American Style, and the Pursuit of Happiness
Thematic
24 days
Priority - Common Core Georgia Performance Standards
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ELACC11-12RI4: Determine the meaning of words and phrases as they are used in a text,
including figurative, connotative, and technical meanings; analyze how an author uses and
refines the meaning of a key term or terms over the course of a text (e.g., how Madison defines
faction in Federalist No. 10).
ELACC11-12RI5: Analyze and evaluate the effectiveness of the structure an author uses in his or
her exposition or argument, including whether the structure makes points clear, convincing, and
engaging.
ELACC11-12RI6: 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.
ELACC11-12RI7: Integrate and evaluate multiple sources of information presented indifferent
media or formats (e.g., visually, quantitatively) as well as in words in order to address a question
or solve a problem.
ELACC11-12W1: Write arguments to support claims in an analysis of substantive topics or texts,
using valid reasoning and relevant and sufficient evidence.
ELACC11-12W6: Use technology, including the Internet, to produce, publish, and update
individual or shared writing products in response to ongoing feedback, including new arguments
or information
ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation
ELACC11-12SL3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,
assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone
used.
ELACC11-12L2: Demonstrate command of the conventions of standard English capitalization,
punctuation, and spelling when writing.
Supporting Standards
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ELACC11-12RL4: Determine the meaning of words and phrases as they are used in the text,
including figurative and connotative meanings; analyze the impact of specific word choices on
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meaning and tone, including words with multiple meanings or language that is particularly fresh,
engaging, or beautiful. (Include Shakespeare as well as other authors.)
ELACC11-12RL5: Analyze how an author’s choices concerning how to structure specific parts of
a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or
tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact.
ELACC11-12RL6: Analyze a case in which grasping point of view requires distinguishing what is
directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or
understatement).
ELACC11-12RI1: 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.
ELACC11-12W4: Produce clear and coherent writing in which the development, organization,
and style are appropriate to task, purpose, and audience.
ELACC11-12W7: Conduct short as well as more sustained research projects to answer a question
(including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the
subject under investigation
ELACC11-12W8: Gather relevant information from multiple authoritative print and digital
sources, using advanced searches effectively; assess the strengths and limitations of each source
in terms of the task, purpose, and audience; integrate information into the text selectively to
maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and
following a standard format for citation.
ELACC11-12SL1: Initiate and participate effectively in a range of collaborative discussions(oneon-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and
issues, building on others’ ideas and expressing their own clearly and persuasively.
ELACC11-12L1: Demonstrate command of the conventions of standard English grammar and
usage when writing or speaking.
Deconstructed Concepts
Know
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Determination of meanings of
words and phrases: figurative,
connotative, and technical
Analysis of an author’s use of
the meanings of key terms or
terms over the course of a
text
Analysis and evaluation of
effectiveness of structure in
exposition or argument
Evaluation of whether
structure makes points clear,
convincing, and engaging
Determination of point of
view or purpose in text
Analysis of effective rhetoric
Analysis of the contribution of
Deconstructed Skills
Do
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Determine
Analyze
Determine
Analyze
Evaluate
Determine
Analyze
Integrate
Evaluate
Produce
Analyze
Introduce
Establish
Distinguish
Create
Develop
Organize
Bloom’s Taxonomy
DOK
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Remembering
Understanding
Applying
Analyzing
Analyzing
Applying
Understanding
Evaluating
Understanding
Analyzing
Applying
Analyzing
Evaluating
Understanding
Understanding
Applying
Analyzing
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style and content to power,
persuasiveness, and beauty of
text
Multiple sources of
information in different media
or formats
Multiple sources of
information that address a
question or solve problems
Arguments to support claims
Analysis of substantive topics
or texts
Valid reasoning and relevant
and sufficient evidence
Specific and knowledgeable
claims
Introduction and thesis to
establish and distinguish
claims from opposing claims
Organization with logical
sequence of claims,
counterclaims, reasons, and
evidence
Fair and thorough claims and
counterclaims with relevant
evidence
Strengths and limitations of
claims and counterclaims with
anticipation of audience’s
knowledge, concerns, values,
and biases
Words, phrases, clauses, and
varied syntax to link sections
of text for cohesion and
clarification of relationships
between claims and reasons
and evidence and
counterclaims
Formal style and objective
tone
Norms and conventions of
disciplinary writing
Concluding statement to
support the argument
Use of technology, such as
internet
Production of published
and/or updated individual or
shared writing products
Responses to ongoing
feedback, such as new
arguments or information
Short and sustained research
projects to answer questions
or solve problems
Narrowing or broadening of
inquiries
Synthesis of multiple sources
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Clarify
Provide
Conclude
Produce
Publish
Update
Respond
Conduct
Research
Answer
Solve
Narrow
Broaden
Synthesize
Demonstrate
Understand
Evaluate
Analyze
Apply
Demonstrate
Write
Spell
Produce
Capitalize
Punctuate
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Evaluating
Creating
Creating
Analyzing
Applying
Understanding
Understanding
Applying
Analyzing
Evaluating
Creating
Evaluating
Analyzing
Applying
Remembering
Understanding
Applying
Creating
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Demonstration of
understanding of the subject
under investigation
Speaker’s point of view,
reasoning, evidence, and
rhetoric
Rhetorical analysis (stance,
premises, cohesion, balance,
diction, claims, tone)
Demonstration of commands
of standard English:
capitalization, punctuation,
and spelling
Hyphenation conventions
Correct spelling
Legible work
Meanings of words and
phrases as they are used in a
text
Interpretation of connotative
and figurative words
Analysis of a work’s diction
and its impact on tone and
meaning
Determination of tone
Recognition of ambiguous
language
Rhetorical analysis of a
passage
Analysis of a work for imagery
Recognition of structure and
why the author chooses a
particular structure
Explanation of the aesthetic
impact of a piece
Recognition of point of view
Analysis for satire,
understatement, sarcasm, and
irony
Determination of why an
author included certain details
and excluded others
Citation of textual evidence
Analysis of textual evidence
Use of textual evidence to
build an interpretation of the
text
The differences between
explicit meaning and
inferences
Evaluation of the text for what
matters it leaves uncertain
Annotation of a text
Clear and coherent writing
Development, organization,
and style appropriate to task,
purpose, and audience
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Determine
Interpret
Recognize
Analyze
Evaluate
Recognize
Evaluate
Determine
Analyze
Evaluate
Cite
Analyze
Interpret
Differentiate
Evaluate
Annotate
Produce
Develop
Organize
Conduct
Research
Answer
Solve
Narrow
Broaden
Synthesize
Demonstrate
Understand
Gather
Assess
Integrate
Search
Select
Avoid
Follow
Initiate
Participate
Prepare
Collaborate
Inquire
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Understanding
Applying
Analyzing
Evaluating
Understanding
Evaluating
Analyzing
Understanding
Applying
Analyzing
Evaluating
Applying
Analyzing
Understanding
Evaluating
Understanding
Applying
Creating
Understanding
Applying
Analyzing
Evaluating
Creating
Understanding
Applying
Analyzing
Evaluating
Creating
Analyzing
Creating
Evaluating
Remembering
Understanding
Applying
Analyzing
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Short and sustained research
projects to answer questions
or solve problems
Narrowing or broadening of
inquiries
Synthesis of multiple sources
Demonstration of
understanding of the subject
under investigation
Relevant information gathered
from multiple authoritative
print and digital sources
Effective use of advanced
searches
Assessment of strengths and
limitations of sources
regarding task, purpose, and
audience
Integration of information into
text to maintain flow
Avoidance of plagiarism and
overreliance of any one source
Standard format for citation
Collaborative discussions
Preparation with text /
sources
Collaborative decision-making
Student generated questions
and responses
Sustained discussion
Conflict resolution
Ideas for further investigation
Demonstration of command
of conventions of standard
English grammar and usage in
writing and speaking
Application of the
understanding of the
conventions, changes, and
disputes of usage
Resolution of issues regarding
complex/contested usage
Use of references, such as
dictionaries and usage guides
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Respond
Resolve
Support
Demonstrate
Apply
Understand
Analyze
Resolve
Distinguish
Consult
Unit Essential Questions
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How can I determine figurative,
connotative, and technical meanings of
words using inferences and context in an
informational text?
How can I analyze the effectiveness and
structure an author uses in an argument?
Corresponding Big Ideas
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Figurative, connotative, and technical
word meanings
Inferences and context
Argumentative structure
Rhetoric
Analyzing style and structure
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How can I determine an author’s purpose
in a text with effective rhetoric?
How do I analyze the rhetoric, style, and
aesthetics of an argument?
How do I evaluate multiple sources of
information in different media and
integrate them in my own problem
analysis?
How can I write an argumentative essay
and draw on evidence from other texts to
support my ideas?
In what ways can I use technology to
publish and share my writing products?
In what ways have themes of success,
American style, and the pursuit of
happiness developed in American
literature?
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Freakonomics—Levitt
and Dubner
Freakonomics—film
version
Multiple sources of media information
Argumentative essays
Integrating and synthesizing research
Technology for sharing writing
Themes of success, style, and happiness
Resources
Short Texts
Extended Text
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Inaugural Address—
Abraham Lincoln
Inaugural Address—John
F. Kennedy
Inaugural Address—
Barack Obama
“Letter from Birmingham
Jail”—Martin Luther King
Jr.
Moth excerpt from
“Transfiguration,”
Childhood—Annie Dillard
“The Lottery”—Shirley
Jackson
“The Celebrated Jumping
Frog of Calaveras
County”—Mark Twain
“The Story of an Hour”—
Kate Chopin
“Desiree’s Baby”—Kate
Chopin
“A&P”—John Updike
“Everyday Use”—Alice
Walker
Supplementary Materials
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“Breaking Bad”—television
clip (actor Bryan Cranston)
Mind Games—film clip
“Where Freakonomics
Errs”—Steven Malanga
http://www.cityjournal.org/html/eon_07_1
1_05sm.html
“’Freakonomics': Everything
He Always Wanted to
Know”—Jim Holt
http://www.nytimes.com/2
005/05/15/books/review/1
5HOLTL.html?pagewanted=
all
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“The Celebrated Jumping Frog
of Calaveras County”—film
clip
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“We Didn’t Start the
Fire”—Billy Joel
Capitalism: A Love Story—
Michael Moore film clip
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The Jeffersons Film Clip
Crime drama film clip
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“Fish Cheeks”—Amy Tan
“Filling Station”—
Elizabeth Bishop
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Opinion/Argument
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Ongoing blogging or
wiki nightly activity to
share and discuss major
themes of
Freakonomics with
other classes at both
high schools in the
county
Most important quote
activity
Argumentative essay:
Choose an instance
from the text in which
you believe Levitt and
Dubner commit a
fallacy. In a well-written
three to four page
essay, explain how
Levitt and Dubner
commit a fallacy by
closely analyzing the
text and using two
sources of literary
criticism to support
your argument.
Writing that supports the Reading
Informative/Explanatory
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Objective Summaries of
Freakonomics
Annotation of MLK’s “Letter
from Birmingham Jail”
Ongoing blogging or wiki
nightly activity to share and
discuss major themes of
Freakonomics with other
classes at both high schools
in the county
Close reading of portions of
Freakonomics
Narrative
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Journal: Write about a time
when something minor made
you realize something major
about life. In other words,
write about a time when your
life was transformed by
something small or minute.
Journal: Write about a time
when your parents have done
something to embarrass you.
Was it intentional? Describe
how you felt.
Research Connection:
 Porter’s literary criticism of John Updike’s “A&P” (M. Gilbert Porter (November 1972). "John Updike's 'A &
P': The Establishment and an Emersonian Cashier". English Journal (The English Journal, Vol. 61, No. 8) 61
(8): pp.1155–1158. DOI:10.2307/814187. ISSN 0013-8274. JSTOR 814187)
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Students will be required to complete independent research for literary criticism of Levitt and Dubner’s
book.
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Mini-research on the background of the student’s name and its meaning(s) and connotations
Aligned Assessments
Pre-Assessment
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Inaugural Addresses Anticipation Guide
Economics collage activity
Review the definition of selection of details.
Discuss: How important is selection of details
to author’s style? How important is the
information that an author gives and does not
give his reader?
Read exemplar student paper and discuss with
class.
Formative Assessment
Progress Monitoring Checks
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Journal or discussion question: In your
opinion, which of the three presidents used
the most effective rhetoric and style? Why?
Justify your reasoning with textual evidence.
Have each group present their findings about
their significant quotes from MLK’s “Letter
from Birmingham Jail.”
TOTD: 1. Define economics. 2. Define
freakonomics.
Group Discussion Questions:
1. How does Annie Dillard’s style contribute to
the aesthetic impact of her writing?
2. Use textual evidence to compare and
contrast the two Dillard excerpts.
3. In both Dillard excerpts, how did she
experience a small, seemingly insignificant
event, that lead her to a life lesson or
epiphany?
4. Explain how Dillard connects to
Freakonomics thematically or stylistically.
Freakonomics quizzes
TOTD: Levitt and Dubner are quite
unconventional in their use of analogies. First,
define analogy. Second, explain one of the
analogies they used in chapter 1 thus far.
Third, discuss why they choose to use such
unconventional analogies as opposed to more
traditional ones.
3-2-1: Tell me three things you have noticed
about Freakonomics so far. Tell me two
themes from “The Lottery.” Explain how our
connotation of the word “lottery” is vastly
different from the connotation of “lottery” in
the story.
Discuss analysis and evaluation of Jackson’s
“The Lottery.”
TOTD: Write an objective summary of what we
have read thus far in Freakonomics Chapter 2.
Class discussion: Discuss the ways in which the
supply and demand of information from writer
to reader, the selection of details, creates the
irony and the need for a certain structure as
dictated by the writer Kate Chopin in
“Desiree’s Baby.”
Class discussion: In what ways do Levitt and
Dubner debunk conventional wisdom? How
do Levitt and Dubner explain the value and
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effects of technology? Does the audience
believe them?
Have students discuss and share their answers
to the Post-reading Questions.
Discuss author’s style and Updike’s attack of
conventional wisdom and symbols as a class.
Brainstorm different fallacies that Levitt and
Dubner use and where they appear in the text
(provide this as a list for SPED students).
Q&A sessions during research and writing
Group discussion questions:
1. What is the authors’ point of view and
purpose in this chapter?
2. What kind of rhetorical appeals (ethos,
pathos, logos) do they use?
3. Explain the effect of rhetoric in this chapter.
How do the writers’ persuasion techniques
(how they write) make them seem more
believable and less controversial?
4. How does the writers’ style contribute to
the power, persuasiveness, and beauty of the
text?
Check portfolios.
TOTD: How effective is Levitt & Dubner’s
structure for conveying their argument in
Chapter 4 based on Toulmin’s model of
argument? Which points are particularly clear,
convincing, and engaging based on structure?
Which points are undeveloped or missing
based on Toulmin’s model of argument?
Post-reading questions for Walker’s “Everyday
Use.”
Have students construct a graphic organizer
analyzing and evaluating Freakonomics
Chapter 5, Alice Walker’s “Everyday Use,” and
Amy Tan’s “Fish Cheeks” for: work, writer, and
genre; theme(s); one to two significant quotes;
structure; point of view; and tone.
Journal: Levitt and Dubner engage in
purposeful audience alienation. In other
words, they do not always care if their
audience is offended by their arguments. Is
this and effective or ineffective writing style?
Why?
Post/Summative Assessment (Relevant Task)
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Argumentative focus writing: Choose an instance from the text in which you believe Levitt and
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Dubner commit a fallacy. In a well-written three to four page essay, explain how Levitt and
Dubner commit a fallacy by closely analyzing the text and using two sources of literary criticism
to support your argument.
The unit summative assessment will require students to apply their knowledge text analysis and
research by using a rotating method of testing in centers:
Explain that in this unit we have learned or practiced several skills that should transfer from this class to other classes
and areas of your life: conducting research, evaluating literary criticism, annotating a text, and analyzing a film.
Today, you will be traveling to four different centers in order to review those four skills. You will only have fifteen
minutes at each station, so you must work quickly and follow all directions at each station. Be sure to pick up
handouts needed at each station.
Divide the class into four groups and send students to stations. Monitor to make sure that students are working. If
you would like smaller groups, you can add a fifth station as the quiz for Freakonomics Chapter 6
Set up stations in advance. Detailed directions and handouts for the station activity are attached. Station 1
Conducting Research (in the media center, computer lab, or classroom computers) asks students to use research skills
in order to analyze Billy Joel’s “We Didn’t Start the Fire.” Station 2 Evaluating Literary Criticism (in a corner of the
classroom) asks students to read and discuss Elizabeth Bishop’s poem “Filling Station,” then read and discuss the
literary criticisms of “Filling Station;” students then write a response to the poem and criticisms. Station 3 Annotating
a Text (near a computer and/or projector) asks students to watch a video clip of Ginsberg reading while students
annotate Ginsberg’s “Howl.” Station 4 Analyzing a Film (near a computer / projector or TV / DVD Combo if DVD is
available) asks students to watch a clip from Michael Moore’s documentary Capitalism: A Love Story and write a
response.
Remember students only have fifteen minutes to complete each station
Rubric/ Answer Keys
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See CCGPS-Aligned BCSS Rubric for Argumentation
Learning Targets (I can…; I am learning…)
Four Types: Know, Skill, Reasoning, Product
. Learning Targets: (I can…; I am learning…; I know how to….)
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I am learning to analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument.
I am learning to analyze and evaluate whether the structure makes points clear, convincing, and engaging.
I am learning to determine an author’s point of view or purpose in a text in which the rhetoric is
particularly effective.
I am learning to analyze how style and content contribute to the power, persuasiveness, or beauty of the
text.
I am learning to determine the meaning of words and phrases as they are used in a text.
I am learning how an author uses and refines the meaning of key terms over the course of a text.
I am learning to analyze a text in which the grasping point of view requires distinguishing between what is
directly stated in the text from what is really meant.
I am learning to analyze multiple interpretations of a story or multiple sources about one work.
I know how to write an argument to support claims in an analysis.
I am conducting a short research assignment to answer a question.
Engaging Learning Experiences
Learning Activities
Performance Tasks
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With the class, do a close read of Lincoln’s
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Annotation of MLK’s “Letter from Birmingham
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“Second Inaugural Address.” Be sure to
discuss effectiveness, structure, point of view,
purpose, significant quotes, and style as they
apply to the learning targets.
Have students watch JFK’s Inaugural Address.
They may also read along in the textbook.
Then, have students work in groups to fill in
the Inaugural Address Analysis Chart for JFK’s
speech. Model one or two items for them.
Have students watch Obama’s Inaugural
Address. They may read along with the
handout.
Then, have students work in groups to fill in
the Inaugural Address Analysis Chart for
Obama’s speech.
Finally, as a class discuss the analyses of both
speeches.
Homework: Annotate MLK’s “Letter from
Birmingham Jail.”
Watch Civil Rights Film Clip.
Discuss the historical context of MLK’s “Letter
from Birmingham Jail.”
Discuss the class’s annotations from MLK’s
“Letter from Birmingham Jail.”
Be sure to point out the thesis statement.
Divide students into ten groups. Assign each
group a number 1-10 (corresponds to marked
sections within “Letter from Birmingham Jail”).
Then, have each group reexamine their
assigned section and choose the MOST
significant quote / part from that section. The
quote should be under four sentences,
preferably no more than two sentences. The
teacher should then walk around and check
each group’s quote to make sure they chose a
significant quote.
Have students use a dictionary to look up any
words within their significant quote that they
do not know.
Have students use a piece of chart paper to:
1. Rewrite the significant quote verbatim.
2. Fully interpret the quote in 5-6 sentences.
3. Describe where this quote appears in the
text and how it fits into the overall text.
4. Describe King’s purpose for writing this
specific part of the text.
5. Explain how this quote operates as evidence
for his thesis / major claims.
6. Write a sentence or two that details how
this quote contributes to the power,
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Jail”
Most Significant Quote activity
Ongoing blogging or wiki nightly activity to
share and discuss major themes of
Freakonomics with other classes at both high
schools in the county
Argumentative focus writing: Choose an
instance from the text in which you believe
Levitt and Dubner commit a fallacy. In a wellwritten three to four page essay, explain how
Levitt and Dubner commit a fallacy by closely
analyzing the text and using two sources of
literary criticism to support your argument.
Unit assessment requiring the application of all
skills and standards
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persuasiveness, or beauty of the text.
Write the definition of economics on the
board. Economics is the study of the
production, distribution, and consumption of
goods and services; the study of finance.
Divide students into six teams. Give each team
a section of the definition to focus on (study
of; production; distribution; consumption of
goods; consumption of services; finance).
Give each group a poster, several magazines,
scissors, and glue. Tell each group to make a
collage that represents just their part of the
definition of economics. They will only have
five minutes.
After time is up, have each group explain the
pictures they found that go with their part of
the definition of economics.
Save the collages for other classes as other
groups can just add to what previous class
have already done.
Discuss the following questions with the class:
How does economics relate to your life? How
does it affect your family? What role do you
play in the economy? What role does your
family play? What role do you hope to play in
the future economy? How does the economy
affect your neighborhood?
Preview Freakonomics. Discuss the etymology
of the word “freakonomics.” Have the class
predict what they think the book will be about.
Show a clip from the film Freakonomics.
Read aloud the Explanatory Note from
Freakonomics.
Discuss the author’s point of view and purpose
for Freakonomics.
Have students begin reading Chapter 1
Preview Blog / Edmodo Assignment.
Preview the themes of Freakonomics
(PowerPoint). Today we will be reading two
other essays that also focus on how human
beings can experience one small thing that
offers insight into a greater whole.
Read aloud the moth excerpt from Annie
Dillard’s An American Childhood.
Have students work in pairs to annotate the
text.
Discuss annotations.
Have students think-pair-share about the:
1. text’s implied meaning
2. text’s theme or central idea
3. author’s purpose
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4. author’s style
5. author’s use of structure
Read aloud the moth excerpt from Annie
Dillard’s “Transfiguration” essay.
Have students work alone to annotate the text.
Discuss annotations.
Have students think-pair-share about the:
1. text’s implied meaning
2. text’s theme or central idea
3. author’s purpose
4. author’s style
5. author’s use of structure
Group Discussion Questions:
1. How does Annie Dillard’s style contribute to
the aesthetic impact of her writing?
2. Use textual evidence to compare and
contrast the two Dillard excerpts.
3. In both Dillard excerpts, how did she
experience a small, seemingly insignificant
event, that lead her to a life lesson or
epiphany?
4. Explain how Dillard connects to
Freakonomics thematically or stylistically.
Read Freakonomics Introduction. Quiz
tomorrow.
Students will work on Blog / Edmodo / PB
Works Assignment nightly during this unit.
Discuss the clip from Breaking Bad. Discuss the
chapter title of chapter one of Freakonomics as
well as its possible themes / central ideas.
Distribute Guided Reading Questions for
Freakonomics Chapter 1.
Read aloud chapter 1 and discuss as many
guided reading questions as time will allow for.
Discuss the theme of chapter 1 of
Freakonomics: Sometimes ordinary people do
things they would not normally do when
placed into extreme situations. Incentives can
sometimes change a person’s morality. This
theme will carry over into a short story we are
about to read -- Shirley Jackson’s “The
Lottery.”
Discuss the connotation of the word “lottery”
(it’s a good thing).
Read aloud Jackson’s “The Lottery.”
Discuss basic story elements and theme with
the class. Compare and contrast it to Hunger
Games Book 1.
Mind Games Clip.
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Have students read the article from psychology
explaining group norms and behaviors.
Discuss “The Lottery” from this psychological
perspective.
Distribute Shirley Jackson’s Style in “The
Lottery” Analysis and Evaluation Charts.
Review today’s concept vocabulary terms.
Model how to use the analysis and evaluation
chart.
Have students work in pairs or small groups to
complete the analysis and evaluation chart.
Before students read chapter 2 of
Freakonomics, have them complete a chart
addressing what they know about the effects
of information (or the lack thereof) on supply
and demand. Ask students if they are familiar
with the concept of supply and demand. Have
them explain what they know about this, and
then clarify their understanding. The law of
supply says that as the price of something
increases, producers will produce or offer
more. The opposite is also true; if the price of
something decreases, producers will produce
or offer less. The law of demand says that as
the cost of something increases, people will
demand (or buy) less. The opposite is also true;
if the cost of something decreases, people will
demand (or buy) more. Provide students with
several different scenarios that could affect
consumers’ supply and demand. They should
create a chart in their notes. Ask them to
provide a possible cause for the increase, and
then a possible effect of the event. (See daily
lessons for details)
After students have completed their charts,
ask them which scenarios were easy to make
assumptions about and which ones may have
needed more information. Explain to students
that information is a necessary component in
economics. Both what consumers know and
don’t know affects the economic cycle.
Read Aloud Freakonomics Chapter 2, stopping
to discuss key issues and themes.
Review the definition of selection of details.
Discuss: How important is selection of details
to author’s style? How important is the
information that an author gives and does not
give his reader?
Tell students to keep in mind that selection of
details and information -- “the supply and
demand of information” from writer to reader
-- can sometimes create the power of the text
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to create intensity and surprise.
Read aloud Kate Chopin’s “The Story of an
Hour.” Discuss the various types of irony that
Chopin employs in the text. Discuss how the
supply and demand of information from writer
to reader, the selection of details, creates the
irony and the need for a certain structure.
Have students silently and independently read
Kate Chopin’s “Desiree’s Baby.”
Have students make a jot list on the ways in
which the supply and demand of information
from writer to reader, the selection of details,
creates the irony and the need for a certain
structure as dictated by the writer.
Homework: Read Freakonomics Chapter 2.
Remind students that chapter of Freakonomics
and the Chopin stories from yesterday focuses
on the supply and demand of information from
writer to reader. Today’s short story will also
focus on that same concept of supply and
demand of information.
Discuss “The Celebrated Jumping Frog of
Calaveras County” Film Clip.
Distribute Guided Reading Questions for Mark
Twain’s “The Celebrated Jumping Frog of
Calaveras County.”
Act Aloud Mark Twain’s “The Celebrated
Jumping Frog of Calaveras County,” stopping
occasionally to discuss guided reading
questions.
Class discussion: Discuss the ways in which the
supply and demand of information from writer
to reader, the selection of details, creates the
irony and the need for a certain structure as
dictated by the writer Mark Twain in “The
Celebrated Jumping Frog of Calaveras County.”
Discuss Freakonomics video clip (chapter 2).
Ask your students to think of advances in
technology that have occurred over the past
several centuries. Discuss the ways these
advances have benefited humanity (examples:
electricity, the telephone, cars and airplanes,
the computer, the internet, etc).
Begin a chart on the chalkboard with three
column headings: "Increasing Goods and
Services”, "Reducing Labor Needed," and
"Providing Higher Living Standards." If
necessary, go over the meaning of each
heading with the class before you continue.
As students discuss the benefits of technology,
list them on the chart under the appropriate
heading (example: student says that cell
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phones make it easier to talk to friends, list
"cell phone" under "Providing Higher Living
Standards." If they say that the dishwasher has
made it easier to wash dishes, list
"dishwasher" under "Reducing Labor Needed."
Allow students to include some advancements
under more than one heading.
Ask students if they can think of any
technological advances that have had negative
effects on society. Repeat the exercise above,
using the negative side of advancements.
Before they continue the discussion of harmful
side effects of technology, begin a second
chart on the chalkboard with the column
headings "Causes Environmental Pollution,"
"Depletes Natural Resources," "Causes
Unemployment," and "Creates Ethical
Dilemmas." Review the meaning of ethical
(having to do with what is right and what is
wrong) and the word dilemma (a difficult
problem or decision).
As students continue to discuss harmful side
effects of technology, record their ideas on the
second chart (examples: list cars under
“Depletes Natural Resources” and “Causes
Environmental Pollution”; computers might be
listed under "Causes Unemployment”).
Focus students' attention on the column
headed "Creates Ethical Dilemmas." Discuss
this topic with students and provide them with
examples that may fit here (examples: nuclear
power, DNA testing, etc.). Brainstorm more
ideas for this column with the class.
Discuss whether or not they consider this
information when they purchase products and
services that they have listed on the board.
Tell students that these ideas about
technology will be a part of Freakonimics
Chapter 3.
Before beginning reading, discuss the term
“conventional wisdom.” Make a list of some
pieces of conventional wisdom on the board.
Read aloud Chapter 3 Freakonomics.
Have students make a list of “chain” stores and
franchises on the board.
Discuss the symbolism of the American chain
store.
Read the first half of John Updike’s “A&P”
aloud.
Have students read the second half of John
Updike’s “A&P” silently and independently.
Discuss basic story elements.
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Discuss the symbolism of the American chain
store in “A&P.”
Have students work with a partner to answer
the “A&P” Post-reading Questions that focus
on the author’s style.
Have students read Porter’s literary criticism of
John Updike’s “A&P” (M. Gilbert Porter
(November 1972). "John Updike's 'A & P': The
Establishment and an Emersonian Cashier".
English Journal (The English Journal, Vol. 61,
No. 8) 61 (8): pp.1155–1158.
DOI:10.2307/814187. ISSN 0013-8274.
JSTOR 814187), highlighting key ideas or key
parts of the article. (This can also be done in
groups.)
Discuss Porter’s literary criticism of John
Updike’s “A&P.” Introduce the Frayer diagram
of “Literary Criticism.”
Preview Freakonomics Writing Assignment
(Choose an instance from the text in which you
believe Levitt and Dubner commit a fallacy. In
a well-written two to three page essay, explain
how Levitt and Dubner commit a fallacy by
closely analyzing the text and using two
sources of literary criticism to support your
argument.). Students will know what literary
criticism is from today’s instruction. Explain
that they are about to learn about fallacies.
The Jeffersons Film Clip.
Discuss how George’s arguments are wrong
based on logic.
Fallacies PowerPoint.
Homework: decide which fallacy you will
discuss in your essay. Begin researching for
articles of literary criticism for Freakonomics
that will support your argument.
Read exemplar student paper and discuss with
class.
Review fallacy and literary criticism.
Review citations and MLA format.
Show students how to use Galileo and Google
Scholar.
Allow students 2 days to use the media center
or library to conduct research.
Allow students to use the computer lab to
work on writing their essays.
Have students discuss The Criminology Charts
and Graphs as well as the video clip.
Divide students into small groups. Give each
small group a new article about a crime that
was committed (delete the date of the event /
article). Use articles from different years.
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Have each group read their article and then
summarize the crime for the class. Then tell
students when each article was written.
Preview the premise of Chapter 4 of
Freakonomics.
Group discussion questions:
1. What is the authors’ point of view and
purpose in this chapter?
2. What kind of rhetorical appeals (ethos,
pathos, logos) do they use?
3. Explain the effect of rhetoric in this chapter.
How do the writers’ persuasion techniques
(how they write) make them seem more
believable and less controversial?
4. How does the writers’ style contribute to
the power, persuasiveness, and beauty of the
text?
Review Portfolio Rules
Have students work on their writing portfolios.
Show a film clip from a television whodunit or
crime drama. Ask students to outline the
structure for these type of shows.
The Toulmin Model of Argument PowerPoint
Have students work in pairs to create a
structure outline of Freakonomics Chapter 4
(Basic Outline).
Now have students use the Toulmin Model of
Arguments to analyze Levitt & Dubner’s
structure.
Chapter 5 of Freakonomics is called “What
Makes a Perfect Parent?” Have students make
a list on the board of qualities of a good
parent.
Explain that the short story they are reading
today connects to the theme of the chapter
they will be reading for homework.
Read aloud Alice Walker’s “Everyday Use.”
Have students stop occasionally and make
comments about the story as they read along.
List on the board the parenting factors that
matter, and those that do not. (see daily
lessons for specific details)
Have students select two ideas from the lists
that they disagree with – one from the list of
factors that matter, and one from the list of
factors that don’t. Discuss.
Discuss Chapter 5 of Freakonomics “What
Makes a Perfect Parent?”
Discuss Alice Walker’s “Everyday Use” for
themes that relate to Freakonomics Chapter 5.
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Pay particular attention to how Mama reacts
to Dee and Maggie.
Have students independently read and
annotate Amy Tan’s “Fish Cheeks.”
Discuss Amy Tan’s “Fish Cheeks” with the class.
Homework: Mini-research Assignment: Your
Name. Go home tonight and so some research
about your name. Ask your parents how your
name came to be or why they chose your
name. Use an online name dictionary or baby
names website to find the meaning of your
name. Write one page reporting your findings.
You may consider including:
How did you come to be named? Who chose
your official names?
What nicknames do you have?
Do you like or dislike any of your names? Why?
If you could pick out your own names, what
would you choose? Why?
Have you thought about what you might name
your children? What names are they? Why
have you chosen them?
Discuss the Mini-Research Assignment on Your
Name.
Tell students the history and meaning of your
own name.
Examine some of the visual arguments from
Chapter 6 of Freakonomics aloud with the
class.
Provide students with the first two to three
pages of Freakonomics Chapter 6 (Xeroxed
copies so that they can write on them).
Perform a close read of those pages.
Discuss the author’s argument, textual bias,
fallacies, rhetoric, etc.
Unit assessment
Vocabulary – Language of the Standards
(Text specific vocabulary identified in lessons)
Priority Standards
Supporting Standards
Vocabulary
Vocabulary
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The writer’s craft
Structure
Effectiveness
Structure
Exposition
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Fallacy
Appeal to Authority
/ Appeal to False
Authority
Appeal to Emotion
Enrichment/
Extension
Possible texts for
enrichment:
 “The Jilting of
Granny
Weatherall”—
Interdisciplinary
Connections
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Economics—
concepts of
supply and
demand and
consumerism
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Argument
Point of view
Purpose
Rhetoric
Style
Content
Aesthetic impact
Selection of Details
Irony
Verbal Irony
Dramatic Irony
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Situational Irony
Literary Criticism
Claim
Warrant
Evidence / backing
Qualifier
Authority
Conditions of
Rebuttal
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Response
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/ Sentimental
Appeal / Scare
Tactics
Appeal to Tradition
Attack ad Hominem
/ Personal Attack
Bandwagon
Begging the
Question / Circular
Reasoning
Dogmatism
Either-Or Choices
Equivocation
Faulty Analogy
Faulty Causality
Guilt by Association
Hasty
Generalization
Moral Equivalence
Non Sequitur
Red Herring
Slippery Slope/
Jumping to
Conclusions
Straw Man
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Katherine Anne
Porter
“Howl”—Allen
Ginsberg
“The Fall of the
House of
Usher”—Edgar
Allan Poe
Additional
sources of
literary criticism
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Athletics—
concepts of
incentives
Social Studies—
concepts of the
effects of
parenting
Criminal Justice—
analysis of crime
data
Two Wrongs Make
a Right
Sequenced Lesson Essential Questions
(Embedded formative assessment to check for understanding in lesson plans)
List Lesson Essential Questions (LEQ) to guide lesson development.
1.
2.
3.
4.
5.
6.
7.
How do I analyze and evaluate the effectiveness of the structure an author uses in his or her
exposition or argument?
How do I analyze and evaluate whether the structure makes points clear, convincing, and engaging?
How do I determine an author’s point of view or purpose in a text in which the rhetoric is particularly
effective?
How do I analyze how style and content contribute to the power, persuasiveness, or beauty of the
text?
How do I determine the meaning of words and phrases as they are used in a text?
How does an author use and refine the meaning of key terms over the course of a text?
How do I analyze a text in which the grasping point of view requires distinguishing between what is
directly stated in the text from what is really meant?
8.
9.
How do I analyze multiple interpretations of a story or multiple sources about one work?
How do I write an argument to support claims in an analysis?
10. How do I conduct a short research assignment to answer a question?