What qualities make a person worthy of being a celebrity?
Standards Achieved in this Unit:
Read Info 1: Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Read Info 4: Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
Read Info 6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Read Info 9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Write 1: Write arguments to support claims with clear reasons and relevant evidence.
Write 2: Write informative texts to examine a topic and convey ideas, concepts, and information through selection, organization, and analysis of relevant content.
Listen 3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Language 1: Demonstrate command of the conventions of standard English grammar.
Speak 5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Read Info 4: Determine the meaning of words and phrases as they are used in a text; analyze the impact of a specific word choice on meaning and tone.
Read Info 6: Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.
Read Info 9: Analyze how two or more authors writing about the same topic shape their presentations of key information by emphasizing different evidence or advancing different interpretations of facts.
Write 1: Write arguments to support claims with clear reasons and relevant evidence.
Write 2: Write informative texts to examine a topic and convey ideas, concepts, and information through selection, organization, and analysis of relevant content.
Listen 3: Delineate a speaker's argument and specific claims, evaluating the soundness of the reasoning and the relevance and sufficiency of the evidence.
Language 1: Demonstrate command of the conventions of standard English grammar.
- Explain the function of phrases and clauses in general and their function in specific sentences.
- Choose among simple, compound, complex, and compound-complex sentences.
Speak 5: Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points.
Day 1:
Objective: I can defend whether one poor decision defines who a person is.
- Warm-up: Title a new page in your journal "Does one poor decision define who you are?"
- Intro: What does most of the world know?: What words came to mind: Share out
- The REAL Richard Sherman: What did we learn? Surprises? We'll create a pro/con list of how Richard Sherman could be perceived based on the two videos.
- Personal Connection: Create a pro/con list for a time when you had one incident that could have defined you from another person's perspective.
- Exit ticket: Does one incident define me? OR Does one incident define Richard Sherman? Write a persuasive paragraph response to the question above you are able to respond to.
Day 2:
Objective: I can identify a person I'm willing to read & research to determine if he/she is worthy of being labeled "celebrity".
- Introduction to "Celebrity" unit
- Library - find a biography of a person you will read & research for the next four weeks
- KWL chart - Fill in the Know, and Want to know sections. Then write a persuasive response as to who you have chosen to research, and why that person is a good fit for you.
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Day 3:
Objective: I can write an informative paragraph with supporting details and in-text citations about the person I'm reading about.
- Taking Notes: Review & end purpose - all your notes should be focused on facts, events, quotes that show whether your person is worthy of celebrity or not (see example below)
- Read your biography
- Informative Writing: Write an informational, traffic-signal paragraph that includes one fact you have learned today from your reading (see examples below)
Day 4:
Objective: I can define vocabulary for my celebrity unit: hero, role model, celebrity, legend, infamy.
**Turn in your reading log for the week & pick up a new one for the next three weeks.**
**Turn in your reading log for the week & pick up a new one for the next three weeks.**
- Vocabulary Group Work: defining hero, role model, celebrity, legend, infamy in small groups. With this, your final essay will now have a claim similar to "My person is worthy of being classified a __________." You'll use today's definitions to help you label/classify your biography's person. Track definitions in your journal.
- Reading & notes
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Day 5-6:
Objective: I know what the counterargument is and can recognize the counterargument in a debate.
- Defining "Celebrity" in other terminology
- Counterargument (DAY 4) & Debates (DAY 5)
- Reading & notes
Day 7:
Objective: I know what the different points of view are and can identify the point of view in today's reading.
- Take the online or paper quiz to assess what you know about first person & third person point of view.
- Point of View - 1st vs. 3rd
- Reading - What point of view is this article in? Does it sound like it's a credible source? How do we know that it's a credible source? (see checklist)
- Reading & Notes
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Day 8:
Objective: I can identify the difference between primary and secondary resources by writing a compare/contrast paragraph.
- Reading & Notes
- Reading - What point of view is this article in? How does it compare & contrast to yesterday's article? Does it sound like it's a credible source? How do we know?
- Compare/Contrast paragraph response
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Day 9:
Objective: I will understand the idea of "context" in a person's life.
**Turn in reading logs**
**Turn in reading logs**
- Warm-up: Create a new page in your journal titled "Context" and answer the following prompt: "When might it be bad to be honest?"
- Define "context" - the situation in which something happens; the group of conditions that exist where and when something happens (Merriam-Webster Dictionary)
- Videos for discussion: "The Armstrong Lie" and "Taylor Swift vs. Kanye West".
- Think/Pair/Share - Does one incident in your life define you? What's the worst thing you've ever done? Is that the moment you'd like to be remembered for?
- Reading & Notes
- Exit: List one thing you could take out of context from your biography?
Day 10:
Objective: I can create a Pros vs. Cons list of my biography's person to help me create my posters.
- Warm-up: Set up a new page in your journal titled "Brainstorming for Celebrity Essay" - be sure it goes into your table of contents!
- Brainstorming: Pro/Con worksheet in your journal
- Reading & Notes
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Day 11:
Objective: I can define and identify different types of propaganda.
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Day 12:
Objective: I know what a hook and claim is and can write my introductory paragraph for my persuasive essay.
- Warm-up: Set up a new page in your journal titled "Persuasive Essay". For your warm-up on that page, list out what you know is expected in an introductory paragraph and what each of those components means.
- Review: What is a claim? (Flocabulary "Thesis" video) and understanding the difference between your claim and a topic sentence (video below)
- Writing the persuasive essay introduction - using your brainstorming from Day 9, you should have established your claim (your point of view/stance you'll be taking in your essay). Now it's time to create the rest of the introductory paragraph that will lead up to that claim.
- Rubric - use this as a reference as we go through the different stages of the essay to ensure you are meeting the final paper's expectations.
- Reading & Notes
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Day 13:
Objective: I will understand the relationship between cause and effect, and apply this understanding to a paragraph about my biography's person.
HOMEWORK: READING LOG DUE MONDAY
- Warm-up: On a new page in your journal titled "Cause and Effect", respond to the following: Who is the biggest influence in your life and why?
- Reading & Notes
- Cause/Effect/Affect Vocabulary & discussion
- Writing the paragraph
HOMEWORK: READING LOG DUE MONDAY
Day 14:
Objective: I can identify what a credible source is and create a Works Cited page using EasyBib.com to help me create my citations.
- Credible sources quiz
- Works Cited vs. Bibliographies
- How EasyBib can make my life easy (for my Works Cited)
- Practice making a citation for my Works Cited using my novel as one of my three required sources
- Reading & Notes
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Day 15:
Objective: I can find two sources that provide me with information that will contribute to my essay.
- Computer Lab
- Find two different CREDIBLE sources that each have a quote you could use in your essay
- With each source, be sure to create a Citation for it in EasyBib.com (see "Steps for Works Cited Citations" from yesterday)
- Find information you may be able to use to help you with your posters
Day 16:
Objective: I can identify simple, compound, complex, and compound-complex sentences.
- Sentence types
Day 17:
Objective: I can write an effective weak argument paragraph to support my claim with a citation from one of my sources.
- Warm-up: Sentence practice continued from yesterday
- Planning for our body paragraphs - looking back at our journal to Day 9
- Writing the first body paragraph
- Reading & Notes
Day 18:
Objective: I can write an effective counterargument paragraph by recognizing the other side of my argument and including a citation from one of my sources.
- Counterargument & sentence types quiz
- Writing the counterargument paragraph
- Reading & Notes
Counterargument Paragraph Outline:
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EXAMPLE COUNTERARGUMENT PARAGRAPH:
It might appear initially that Jeter is beginning to appear like a role model from his 10 year old experience, but others would disagree. Jeter has remained out of the spotlight in terms of scandal and rumors, which is great, but raises the questions of why and how. How could someone be so perfect? How could someone not mess up and get caught when he’s looked to so often as a great player in one of the most loved and hated organizations. Even a teacher at Overland Trail Middle School, Lacey Morss, asked who he was, only knowing that he played for the Yankees, but didn’t look at him as much more. The thing that proves is that Jeter is a role model for athletes, not for the whole world. Nevertheless, the “unknown” Derek Jeter, whom none could speak ill of, has achieved his childhood dream of being a Yankee, maintained a prominent role in the spotlight, and avoided all scandal and rumors. Even the executive editor for The National Enquirer, Barry Levine said, “I have to say, I can't recall even a single tip or rumor that this guy ever got up to any trouble…I wish I could give you something. There are some athletes we could talk about for hours, about all the horrible and nasty stuff you hear. With Derek Jeter, I've not heard a thing" (Doyel). If even a huge tabloid, which lives off of every tip and rumor cannot get anything on Jeter, he must be something special. |
Day 19:
Objective: I can write an effective final body paragraph with a citation from one of my sources.
HOMEWORK: READING LOG DUE MONDAY, COME TO CLASS PREPARED WITH A DRAFT OF YOUR POSTERS AND YOUR FOUR PARAGRAPHS SO FAR (intro, weak, counter, strong)
- Traffic Signal Quiz
- Poster Expectations
- Example Body Paragraphs (for weak, counter, & strong)
- Writing time & planning time for your posters
HOMEWORK: READING LOG DUE MONDAY, COME TO CLASS PREPARED WITH A DRAFT OF YOUR POSTERS AND YOUR FOUR PARAGRAPHS SO FAR (intro, weak, counter, strong)
Traffic Signal Quiz:
On the scrap paper, identify the color of each of the stages of the traffic signal. Then label what each color/stage does in the paragraph. |
POSTER EXPECTATIONS:
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Exemplar Body Paragraphs for Alexander the Great Essay | |
File Size: | 14 kb |
File Type: | docx |
Day 20:
Objective: I can write an effective conclusion paragraph by following the model and rubric expectations.
- Warm-up: Have out your journals with your four paragraphs for your essay completed. Your essay will be checked off so far for completion. While you are waiting, respond to the following on scratch paper: "What are the differences between writing an essay and writing a narrative?"
- Writing the Conclusion
- Formatting the Works Cited
- Writing & Poster Time
Day 21:
Objective: I can identify strengths & weaknesses in two presentations by using the rubric to help me be prepared for my presentation tomorrow.
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Day 22-23:
Objective: I can present my persuasive essay and poster to a group by using poise, good eye contact, and articulate voice.
- Presentations & Evaluations in EXPO style presentation format - last 5 minutes students will self-evaluate using the rubric
Day 24:
Objective: I can reflect on my learning by completing the L portion of my KWL chart for this unit.
- KWL chart - complete the L portion by listing 10 things you have learned from your book and/or class for the last four weeks.
- Physical Activity - Dance 1 Dance 2
- Library - return biographies and have a book for over Thanksgiving Break