Idea Transcript
Banning Unified School District English Language Arts Unit 3: Racial Profiling Unit Grade/Course: Unit Title:
12th Grade: Expository Reading and Writing Course (ERWC) Racial Profiling
Unit Number:
Unit 3
Length of Unit:
3 weeks Phase I: Desired Outcomes
Unit Overview: (overall objectives and literacy focus)
This module has been designed to provoke students to take a stand on the controversial topic of Racial Profiling in order to prepare to conduct their own research on a different topic. In this unit, students will read and respond to an essay rhetorically, analyze an argument, interpret and integrate information from multiple sources, compare and contrast diverse perspectives on an issue, analyze contexts, rhetorically, and write a text-based academic essay.
Performance Task Summary:
At the end of the unit, students will be asked to respond to the following prompt which requires them choose a topic, conduct research and write an argumentative essay: Write an essay that presents your opinion on a controversial issue of your choice. Begin by stating a claim. Consult various texts and media sources to gather relevant information which you will cite to support you claim. Next, follow the guidelines for writing an argument. As you write your essay, be sure to support your claims with well-chosen evidence. If something in the media (such as a newspaper article, ad, or speech) inspired this assignment, attach a copy to your paper before you turn it in.
Technology Focus:
● Internet-based research ● Word-processing/digital text creation ● Technology presentation using various applications
Common Core Learning Standards Priority Standards W2a Introduce a topic or thesis statement; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension. CA W2b Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic. W2c
Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.
W2d
Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.
W2e
Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.
W2f
Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).
RI9
Analyze seventeenth-, eighteenth-, and nineteenth-century foundational U.S. documents of historical and literary significance for their themes, purposes, and rhetorical features.
RL6
Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text form from what is really meant (e.g., satire, sarcasm, irony, or understatement)
SL4
Present information, findings, and supporting evidence. b.plan and present an argument that: supports a precise claim.
Additional Standards Addressed : RI6
Determine author's point of view or purpose in a text in which the rhetoric is particularly effective.
W8
Gather relevant information from multiple authoritative print and digital sources
W9
Draw evidence from literary or informational texts to support analysis, reflection, and research.
L1
Demonstrate command of the conventions of standard English grammar and usage when writing and speaking
Enduring Understandings / Big ideas
Essential Questions
An enduring understanding is the “big idea,” concept or skill a student will use beyond this course.
What thought-provoking questions will foster inquiry, meaning-making and transfer?
1. Students will be able to read and respond to an essay rhetorically, analyze an argument. They will be able to interpret and integrate information from multiple sources. 2. Profiling, when conducted correctly, can benefit various agencies; however, when conducted improperly, can cause damage to different people and/or parties. 3. ntegrate and evaluate multiple sources of information, cite strong and thorough textual evidence to support analysis, gather relevant information and write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. 4. Research is conducted by choosing a topic and a research question about that topic. Next, we gather information from reliable sources. Finally, we cite information from these various sources to
1. How do the authors in the selected readings make a clear, compelling argument 2. What are the pros and cons of profiling (racial)? 3. What makes a good argument? 4. How does one successfully conduct research? 5. How does one successfully compare and contrast diverse perspectives on an issue?
support our analysis and/or claim. 5. Information that is gathered from the sources is divided into two contrasting sides. Then we look at what makes these two different pieces of information different from each other? what makes them the same? How does this information strengthen or weaken our information? How can each side be used?
Unit Objectives: These are the overarching learning objectives (smaller objectives and targets will be presented in other elements of the unit)
Students will be able to... ● closely read and comprehend a variety of complex informational and argumentative texts to build background knowledge around a topic, idea or issue (e.g. Racial Profiling) ● respond to text-dependent questions and prompts in complete sentences ● craft a well-developed argument using multiple sources and evidence ● rhetorically read and respond to an essay ● analyze an argument ● interpret and integrate information from multiple sources ● compare and contrast diverse perspectives on an issue ● analyze contexts rhetorically ● write a text-based academic argument essay ● use research to support their own opinion on a topic
Academic Language Tier II Words High frequency academic terms
Essential Response Frames:
● ● ● ● ● ● ● ● ● ● ● ● ● ●
research research question source “reliable source” claim evidence example/illustration analyze rhetoric, rhetorically craft substantive evaluate integrate synthesize
● One of the author’s primary purposes for writing this article is to ____________________________
Tier III Words Specific to content
Structured Collaborative Conversation
● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ● ●
profiling stereotyping discrimination race ethnic prejudice anti-semitism preconceived notions controversial abomination contraband despicable degrading unconstitutional specious Vocabulary Cubing Pair Sharing Sentence Modeling
The necessary language scaffolds to ensure every student has the chance to speak and write using the necessary language targets of the unit
_ ● The piece of evidence that most strongly supports _____________’s (insert author’s name) argument about ________________ (insert topic) is found in ______________ (line, paragraph, etc.) ____. He/she writes ______________________ (insert quote). ● The substantive topic the author evaluate in the article titled ___________ is ________. He/she claims that ___________. ● The rhetorical strategies the author employs to develop his/her argument are __________.
(listening and speaking activities):
● Descriptive Outlining ● Predicting
Phase II: Desired Results Summative/Culminating Performance Task(s) Formative Assessment Summative Assessment Measures Unit Culminating Performance Task (summative) (DOK 3 or 4)
Read the assignment carefully to make sure you address all the aspects of the prompt is important. Writing Task: Write an essay that presents your opinion on a controversial issue of your choice. Consult various media sources for additional ideas. Begin with a debatable thesis statement. Next, follow the guidelines for writing an argument essay. As you write your essay, be sure you support your claim with well-chosen evidence from the sources/texts you’ve chosen. If something in the media (such as a newspaper article, ad, or speech) inspired this assignment, attach a copy to your paper before you turn it in. Take the following steps for this exercise: ● Read the assignment carefully ● Decide which issue you are going to discuss. ● Discuss the purpose of the assignment (what will you try to accomplish in writing your essay?.)
Rubric
CSU EPT (English Placement Test) Rubric
Formative Assessment Measures formative= not for a “grade” but assessment for learning (used to prepare students for final task) Pre-Assessment:
Informal Writing Task-Response to the following prompt: “What do you know about profiling? What do you know about racial profiling? What do you think about it?” This will be used to assess what students think/know about this topic and whether or not students are able to think critically/objectively about profiling in general terms.
Formal Formative Assessment #1
Formative assessment #1: 3-5 days into this unit Time required to administer : 20 minutes After reading the first article (or 2, depending on acceleration of individual classes), students must look at the descriptive outline and select which section of the text is most persuasive and explain why. They must cite evidence from the text. This writing sample should help teacher assess what students actually understand of the profession essay’s content and rhetorical strategies.
Formal Formative Assessment #2
Formative assessment #2: 7-9 days into this unit Time: Write time - 20 minutes Assess time - 1-2 hours PAPA Square SOAPSTONE Review students’ PAPA Squares or SOAPSTONE to discover the degree to which they understand the author’s purpose, audience, persona; the essay’s central argument; and the rhetorical appeals of logos, ethos, and pathos. Have students write to one (or both) prompts: 1. What does this writer want us to believe? 2. What is your response to one of the author’s main ideas? Teacher will provide feedback to students as necessary to help them strengthen their understanding of aspects of the PAPA Square and/or SOAPSTONE, and discuss the author’s use of rhetorical appeals as warranted by students’ work in this unit so far. Post-assessment activities: If necessary, reteaching these strategies using another relevant article may be necessary.
Formal Formative Assessment #3
Formative Assessment #3 - 11 days into this unit Time: 20 minutes (write/discuss) 1 hour - individual evaluation (Occurs after assigning the writing task and students have developed a tentative thesis statement) At the this point, students will draft a statement addressing the “biggest concern” they have about writing this particular paper. Allow students to discuss in small groups while teacher circulates to assess what is needed to progress to the next step in this writing task.
After reviewing the individual statements, provide supportive feedback, suggestions and encouragement.
Real-time, Daily Checking for Understanding EXAMPLES: ● Micro-writing tasks: there will be at least 2-3 opportunities per text for students to write 1-3 paragraph responses to text-dependent, critical thinking questions which are linked to the first formative assessment. Students will write their responses collaboratively and independently, depending on the context. They will always read/present their writing to someone, usually a partner, and have the chance to make edits. Sometimes they will be asked to share with a larger group or even the whole class. ● Text-dependent questioning : students will regularly answer text-dependent questions which they will answer in the following ways: Verbally (often w/collaboration w/partner or small group) In extended response essays
Phase III: Learning Plan and Activities Required and Recommended Resources to Support Student Learning Suggested Tests
“Jim Crow Policing” NY Times Article In America NY Times Article
Internet Sources : NewsELA , Huffington Post , The Learning Network: New York Times (which includes texts, common core tasks, etc.) and other reliable online sources What learning experiences and instruction will enable students to achieve the desired results? How will we introduce the unit of study ? How will we engage all students ? How will we assess prior knowledge ? How will we provide access for all students ?
The introduction to this unit is to ask the students what they know about Racial Profiling. ● Ask them to write down their responses ● Discuss their responses aloud. ● Include any recent examples, i.e., Trayvon Martin, Ferguson, Baltimore
What conceptual understanding will need to be mastered ? How will students demonstrate real life application of these concepts ? What skills need to be mastered ? How might technology be used to support concept and skill development ?
The students will need to master the concepts of: ● “Jim Crow” laws ● race ● prejudice ● ethnic ● discrimination ● profiling ● stereotyping Fact vs. opinion statements Argument - what constitutes a valid argument, what strategies are used in argument, ability to recognize weak and unsupported arguments
Students will demonstrate real life application by recognizing these concepts in other contexts and texts (written and verbal) These concepts can be mastered through the understanding of rhetorical context (SOPASTONE) and strategies (appeals, etc.)
How will we address the different needs , interests , Advanced Learners: Increase number of articles and abilities of all learners, including advanced learners, English learners, and students with English Learners: limited articles (Newsela article by reading disabilities ? level); explicit “I do; We do; You do” model. SpEd: Case by case need; like EL strategie How will we engage students in inquiry and research to deepen knowledge ? How might technology be used to support this ?
Refer to Racial Profiling
How will we provide opportunities for communication and collaboration ? How might technology be used to support this ? How will we provide access for all students ?
Student lead discussion and informal assessments. Topics listed on Projector screen (research in addition). Computer lab trip to conduct research.
How will we create opportunities for creativity and critical thinking ? How might technology be used to support this ? How will we provide access for all students ?
Student discussions and research based projects detailing their findings. Research……. Computer lab trip.
How will we connect with other content areas ?
By discussion the task with other departments?
How will we continue learning after/outside of school ?
By incorporating an assignment that involves application in its completion.
Online clips (youtube) exposing profiling and its effects.
How will we incorporate the following Pedagogical Shifts demanded by the CCSS ? Instructional Shift
How will I incorporate these shifts into the unit ? What resources will I use ?
A balance of Literary (fiction, poetry) and Informational Texts (nonfiction)
Will use various texts from the workbook. The balance can be maintained by incorporating outside texts.
Knowledge in Disciplines (students learn about the world through texts rather
Understand the effects of profilings on citizens in New York City.
than teacher-centered activities) Complex texts (student read and discuss the texts around which instruction is centered)
Student lead discussions. See Workbook and supplementary texts
Text-based questioning (text-dependent questions)
Socratic Seminar responses.
Writing from Sources (writing tasks emphasize the use of evidence from sources to inform or create an argument)
Daily writing responses to content related questions; The texts.
Academic Vocabulary (students constantly build vocabulary through reading and writing)
Chapter vocabulary (see Google Drive)
Technology (student use technology strategically and to access and share information)
Student research to gather information and materials.
What are common misconceptions and difficulties students generally encounter while learning these concepts and skills? Misconception
Suggestions Teach proper research practice with focus on recognizing reliable sources
incorrect research practices.
Teach students to place value on reliable factors of profiling, and determine what type(s) of profiling are acceptable and why.
incorrect profiling based on controlled factors
Suggested Sequence of Instruction across the Unit Note: Instructors will be informed this is simply a limited list/outline of instruction Lesson Title Summary
Introductory Lesson Summary: Class Discussion of
Standards Addressed
RL6
Lesson Objectives and Academic Language
Texts, links, resourc es, etc.
determine the originatio n of
https:// www.yo utube.c om/wat
Activities, Assessment, etc.
Activity 1 Activity 5 On Route 66 youtube video Watch the above link.
Racial Profiling.
Pre-Assessment Activity.
RI9
Activating Prior Knowledge
Lesson 1 Summary: What makes racial profiling an effective/ineffecti ve tool
Lesson 2 Summary: Researching purpose
Lesson 3 Summary: Formatting an Essay response
Lesson 4 Summary:
W1a-f L1
RI6 W8 W9
SL4 L1
profiling and the language associated
ch?v=sa m3dene Mgk
“What would you do?” Profiling Pathos Activity. What language do we use when referring to people of different ethnicity, background, attire, etc. Why do we do this? What causes people to view others in this way? Are their views correct or incorrect?
determine the student's ability to define the purpose of text(s) relating to racial profiling
Jim Crow Policing by Bob Herbert
Activity 2 Activity 3 Activity 4 Activity 7 Activity 8 Close reading of the text, group work as needed to provoke discussion on the affect and value (+ or -) of racial profiling
Format a response to racial profiling based on claims from textual evidence.
Jim Crow Policing by Bob Herbert
Activity 9 Activity 10 Activity 11 Activity 12 Gathering information from the text to support their stance. Formatting an organized and cited essay response.
discover the author’s value and purpose when speaking about the topic or racial profiling.
Jim Crow Policing by Bob Herbert, supplementary texts
Activity 13 Activity 14 Online scavenger hunt to find background information about Bob Herbert and his purpose for writing the article. Conclude if he has the proper Ethos, Pathos, and Logos to have a voice, and why.
determine a personal stance on the issue, and suppleme nt it with research
Jim Crow Policing by Bob Herbert, supplementary texts
Activity 15 Activity 16 Activity 17 Activity 18 Activity 19 Activity 20 Activity 21 Activity 22 Activity 23 Essay drafting using MLA formatting and proper citations. Peer Reviews
examine a stance on
Jim Crow
Activity 24 Activity 25
Peer Review
SL4 L1
an issue and determine its value from supportin g research and reasoning
Policing by Bob Herbert, supplementary texts Peer Essay
Activity 26 Peer Reviews on Content and Conventions. Redrafting of 1st Draft. (written)
Lesson 5 Summary: Gathering additional evidence and reconstruction
RI6 W8 W9 L1
redefine missing essay content and conventio ns and prepare final response
Jim Crow Policing by Bob Herbert, supplementary texts Peer Essay
Activity 26 Activity 27 Activity 28 Redrafting of 1st Draft (typed with additional research time- use computer lab)
Lesson 6 Summary: Class Debate on determined positions.
L1 SL4
Small group presentati on of topical findings based on personal view of the author and the subject.
Jim Crow Policing by Bob Herbert, supplementary texts Peer Essay
Class/Group discussions based on pre-formatted topics/ ideas drawn from the text(s) used in the module.
Notes The ERWC Materials are “teacher friendly” and “student friendly.” They can be modified or eliminated as teacher sees fit. I have included the elements of poetry that to me thematically fit the unit, engage students, and provide instruction of literary elements, analysis, and creative writing. Comments Another teacher might view the ERWC Materials differently, and create their own path, and this would be correct as well.