LESSON 5: Preparing for the Culminating Activity

Author: Jessie Chen 8/9/2007 5:55:00 PM PDT

VITAL INFORMATION

Subject(s): Language Arts (English)

Grade/Level: 9

STANDARDS: You must include both teacher standards (Domain/TPE 뭩) and student content standards. You may also
include standards for ELD, Special Education and AEMP.

Standards:

CA- California K-12 Academic Content Standards

• Subject : English Language Arts

• Grade : Grades Nine and Ten

• Area : Writing

• Sub-Strand 1.0: Writing Strategies

Students write coherent and focused essays that convey a well-defined
perspective and tightly reasoned argument. The writing demonstrates
students?awareness of the audience and purpose. Students progress through
the stages of the writing process as needed.

• Concept : Organization and Focus

Standard 1.1: Establish a controlling impression or coherent thesis

that conveys a clear and distinctive perspective on the subject and
maintain a consistent tone and focus throughout the piece of writing.

Standard 1.2: Use precise language, action verbs, sensory details,

appropriate modifiers, and the active rather than the passive voice.

• Sub-Strand 2.0: Writing Applications (Genres and Their Characteristics)

Students combine the rhetorical strategies of narration, exposition,
persuasion, and description to produce texts of at least 1,500 words each.
Student writing demonstrates a command of standard American English and
the research, organizational, and drafting strategies outlined in Writing
Standard 1.0.

• Concept : Using the writing strategies of grades nine and ten outlined in
Writing Standard 1.0, students:

Standard 2.4: Write persuasive compositions:

a. Structure ideas and arguments in a sustained and logical fashion.
b. Use specific rhetorical devices to support assertions (e.g., appeal to
logic through reasoning; appeal to emotion or ethical belief; relate a
personal anecdote, case study, or analogy).
c. Clarify and defend positions with precise and relevant evidence,
including facts, expert opinions, quotations, and expressions of commonly
accepted beliefs and logical reasoning.
 d. Address readers?concerns, counterclaims, biases, and expectations.

• Area : Written and Oral English Language Conventions

The standards for written and oral English language conventions have been
placed between those for writing and for listening and speaking because these
conventions are essential to both sets of skills.

• Sub-Strand 1.0: Written and Oral English Language Conventions

Students write and speak with a command of standard English conventions.

• Concept : Grammar and Mechanics of Writing

Standard 1.2: Understand sentence construction (e.g., parallel

structure, subordination, proper place-ment of modifiers) and proper
English usage (e.g., consistency of verb tenses).

Standard 1.3: Demonstrate an understanding of proper English usage

and control of grammar, para-graph and sentence structure, diction, and
syntax.

• Concept : Manuscript Form

Standard 1.4: Produce legible work that shows accurate spelling and
correct use of the conventions of punctuation and capitalization.

Standard 1.5: Reflect appropriate manuscript requirements, including

title page presentation, pagina-tion, spacing and margins, and integration
of source and support material (e.g., in-text citation, use of direct
quotations, paraphrasing) with appropriate citations.

Objectives: Students will learn to prepare a speech outline in a manner that is

logical and persuasive. Furthermore, they will learn to paraphrase
outside sources and prepare a bibliography.
Further, they will be encouraged to incorporate technology such as
power point in their culminating activity (group presentation) by
providing a power point template that matches the organizational
sequence of the outline.

Materials/Resources Needed: Attachments

1. APA Guidelines
2. Sample Outline
3. SOutline Worksheet
4. SPower Point Template
Links
1. Eidenmuller Speech Class This is a video clip of Dr. Eidenmuller's student's sample
speech which I have the permission to use for my class.

DELIVERING THE LESSON: Instructional Strategies and Student Activities

Into Activity:
Through Activity: I. Watch & listen to Student's sample speech
Students will watch a video clip, a sample student's speech from
Dr. Eidenmuller's speech class. Before I start the video, I will hand
out a "sample outline" (see the attachment) which they will be
asked to follow along as they listen to the speech. I will remind
them to particularly pay attention to the speaker's organization
and her choice of rhetorical devices, for their speech outline, which
they will do today, will follow the same format.
II. Prepare an Outline for Group Presentation
In their assigned groups, students will prepare an outline of their
group presentation. They will do this by filling in the provided
form, the "Outline Worksheet," refering back to the "Sample
Outline" as many times as needed as an outline protocal (see the
attachments).
III. Prepare a Bibliography
Based on the provided articles by me plus the ones they have
researched on their own, each group will prepare a bibliography.
They will refer to "APA Guidelines" (see the attachment) as they
prepare the list of outside references for their group project.

Beyond Activity: IV. Incorporate Technology--Power Point

Using their "Outline Worsheet" and the "Power Point Template" as
a guide, each group will have the option to incorporate power point
slides for extra credit (see the attachment).

Student Accommodations I will allocate the responsibilities within each group so that I will
and Modifications:
have the IEP student(s) performing/producing the simplest tasks in
their group.

Progress Monitoring: I will walk around to answer any question my students may have
regarding any aspect of their projects.

Homework: Any unfinished part of this lesson will be assigned as homework--

e.g., powerpoint presentation.

Attachment 1
 APA Guidelines

Plagiarism and Paraphrasing:

Give credit where credit is due. Do not claim to have written another's words. Use quotation marks to
indicate the exact words of another, and when you paraphrase another author, give credit by citing the
reference in your reference list.

Reference List: It must be double-spaced, with a hanging indent. All ‘in-text citations”
must be included in the reference list.

1. Articles/Journals:

French, B.A., German, D.E., & Dutch, F.Y. (1994). Swimming to Cambodia, alone. The Spalding
Gray

Papers, 12,15-21.

2. Books:

Nichols, B. (1991). Representing reality: Issues and concepts in documentary. Bloomington:

Indiana University Press.

Robinson, D. N. (Ed.). (1992). Social discourse and moral judgment. San Diego, CA: Academic Press.

3. A chapter in a book:

Kachru, B. B., & Nelson, C. L. (1996). World Englishes. In S. L. McKay & N. H. Hornberger (Eds.),

Sociolinguistics and language teaching (pp. 71-102). Oxford, UK: Cambridge University
Press.

4. News Editorial:

Lahart, J., & Merrick, A. Consumers curb upscale buying as gasoline prices, housing bite

[Editorial]. (2006, August 21). The Wall Street Journal, p. A1.

5. Anonymous, News Editorial:

Consumers curb upscale buying as gasoline prices, housing bite [Editorial]. (2006, August 21).

The Wall Street Journal, p. A1.

6. Anonymous, News Editorial with no date:

 Consumers curb upscale buying as gasoline prices, housing bite [Editorial]. (n.d.).

The Wall Street Journal, p. A1.

7. Anonymous, Daily Newspaper Article:

Consumers curb upscale buying as gasoline prices, housing bite. (2006, August 21). The

Washington Post, p. E1, E4.

8. Online News Editorial:

Lahart, J., & Merrick, A. Consumers curb upscale buying as gasoline prices, housing bite

[Editorial]. (2006, August 21). The Wall Street Journal, p. A1. Retrieved August 19,

2006, from http://www.wallstreet.gvu.gatech.edu/user/_surveys/survey-1998-10

9. Anonymous, Online News Editorial:

The Wall Street Journal (2005, April 29). Consumers curb upscale buying as gasoline prices,

housing bite [Editorial]. Retrieved August 19, 2006, from

http://www.wallstreet.gvu.gatech.edu/user/_surveys/survey-1998-10

When paraphrasing/quoting: two authors within your text, use the spelled out word "and":

Barton and Fink (1999) have found considerable variation in language learning processes in children
between the ages of two and three.

When citing: two authors' names in parentheses followed by a citation or quotation, use this symbol (&):

There is considerable variation hi language learning processes in children between the ages of two and
three (Barton & Fink, 1999).

When quoting:
Barton and Fink (1 999) assert that "language learning is a variable process" (p. 35) among children
between the ages of two and three.

Or, since we know that "language learning is a variable process" (Barton & Fink, 1999, p. 35), it is no
surprise that the children exhibited sharply contrasting levels of mastery.

When quoting a quotation:

 European parliamentarians have taken initiatives to curtail the rampant spread of English as the
linguistic standard in economic life, science and technology because it "represents a threat to the
languages and cultures of the European Community, and the concepts and modes of thought
embodied in these" (European Parliament Working Document 1-83/84/3:27, as cited in Phillipson,
1992, p. 36).

When citing more than one reference: If an idea put forth in your text can be supported by more than one of
your references, cite them all at the end of the sentence, separated by a semi-colon, in the order in which they
appear in the reference list:

If we are to teach to the best of our ability we can do so only in a manner that is true to our own values
and in keeping with our personality (Johnston, 2000; Pennycook, 2001; Woodward, 2006).

When citing block quotes: Quotations greater than 40 words in length are presented in a block, double-spaced
and indented to the tab from the left margin (see p. 117, APA Publication Manual):

Edge (1996) has advised that:

the TESOL professional abroad who is deliberately moving away from a

teacher-centred style of teaching is seen as threatening the position of colleagues hi that

country for whom the centrality of the teacher is the culturally sanctioned basis of their

teaching. The TESOL professional is introducing a lack of proper respect for teachers and,

by extension, for elders in general (p. 17).

When modifying sentences: Use brackets [ ] to show the change:

As Canagarajah (1999) admonished, "[i]t is important to find out how linguistic

hegemony is experienced in the day-to-day life of the people" (as cited in Pennycook, 2001, pp. 62-
63).

When omitting/cutting phrases: Three periods (. . .) separated by a space indicate the omission of
words/phrases from the original text:

The "main mode of opposition to this external threat . . . is through a notion of language
rights" (Pennycook, 2001, p. 63), including some grassroots campaigns.

When omitting/cutting sentences: Four periods (. . . .) separated by a space indicate the omission of sentences
from the original text:

"The apparent emptying of the ideological content of discourses is, paradoxically, a fundamental
ideological effect: ideology works through disguising its nature, pretending to be what it isn't . . . .
Explanations should be seen as rationalizations which cannot be taken at face value but are themselves
the need of explanations" (Fairclough, 1989, p. 92)

Attachment 2
 Topic: Public School Discipline

Main Argument: Public schools should not punish students for off-campus behavior.

I. Introduction

A. Grab Attention (humor or surprising information)

B. Establish Credibility by citing sources

Source #1 – Kidd Kraddick in the Morning. Story of high school senior

banned from prom in North Dakota

Source #2 – Survey. 50% of class does not disagree with these policies
(make sure you name the sources: e.g., was it an internet article, newspaper
editorial, information from a textbook/school newsletter, etc.)

C. State your main argument

D. Preview: Tell the audience what types of evidence/examples you plan to use
to support your argument.

1. Parenting rights,

2. Free speech,

3. Arbitrary punishments.

II. Main Argument: Off-campus policies take away parenting rights.

A. Provide Factual Evidence – Linda Berns, New York Civil Liberty Union

“(open quote) We object to the school trying to control the

students’ behavior where they don’t have jurisdiction. Outside of
school, it’s up to the parents to control behavior.” (end quote)

B. Anticipate Counter Argument – Some parents cannot or do not adequately

control their children’s behavior. So, the school must do the job for them.

C. Refute/rebut the counter argument – Aside from schools, churches,

community organizations, and police can discipline the students. Students will
respect these authority figures.
 D. Restate the Main Argument

III. Supporting Argument: School off-campus policies infringe upon the basic
fundamental rights of public school students.

A. Use Rhetorical Devices such as Analogy – Taking away free speech is like
robbing a homeowner of his property: Both actions rob a rightful owner of a
valuable possession.

B. Use Factual Evidence – HB Rights.org. A McKinney, TX 8th grader

suspended and kicked out of computer literacy class for creating CHOW,
Chihuahua Haters of the World, from his home – “Animal Hate
Group”

C. Restate the Supporting Argument

IV. Supporting Argument : Off-campus actions do not necessarily affect a

student’s on-campus performance.

A. Use Factual Evidence – School Newsletter, Packer v. Board of Education.

Student expelled for off-campus marijuana possession – “(open quote) seriously
disrupted the educational process” (end quote)

B. Use Rhetorical Questions – What evidence suggests that this was

detrimental to his education?

C. Answer Rhetorical Questions with Factual Evidence – HB Rights.org.

Missouri Honors Student suspended for at-home Internet chat room remark.

D. Use Emotional Appeal by Finding Common Ground – Free Speech, which

we, as Americans, value, will hurt the student.

E. Use Rhetorical Devices such as “Parallelism” or “Repetition.”: Leave “off-

campus discipline” to “off-campus disciplinarians,” or “Let our educators educate,
and our moral leaders shape the morals of our students.”
V. Conclusion

A. Briefly Review the Main and supporting Arguments

1. Take away parenting rights

2. Infringe upon freedom of speech.

3. No relevance between students’ “in” versus “off” campus behavior.

B. Leave an impact/impression: No other students should ever miss their prom

due to their off campus behavior.

C. Final restatement of the Main Argument by using a choice of Rhetorical

Device such as “Antimetabole” (e.g., we should keep discipline in schools, not
schools in all areas of discipline), “Anaphora” (e.g., off-campus disciplines are
insidious; off-campus disciplines are demoralizing; off-campus disciplines are
destructive).

D. Final act of persuading by offering your opinion or solutions to the problem.

Attachment 3

Group Topic: _______________________________________________

Main Argument: _______________________________________________________

______________________________________________________________________

I. Introduction

A. Attention Grabber: ____________________________________________

________________________________________________________________

B. Establish Credibility

Source #1 –
______________________________________________________________

Source #2 –
______________________________________________________________

C. State your main argument

D. Preview: (e.g., “Today, our group will ……) ___________________________

________________________________________________________________

1. __________________________________________

2. __________________________________________

3. __________________________________________

II. Main Argument:

A. Factual Evidence–
___________________________________________________________

________________________________________________________________

Cite impressive quote, if any “(open quote) ________________________

___________________________________________” (end quote)

B. Anticipate Counter Argument – Some may argue that _________________

 ________________________________________________________________

C. Refute/rebut the counter argument – However, ______________________

________________________________________________________________

D. Restate the Main Argument

III. Supporting Argument: _______________________________________________

________________________________________________________________.

A Factual Evidence #1:

______________________________________________________________

_____________________________________________________________.

B Factual Evidence #2: ____________________________________________

______________________________________________________________
.

* Personal Experience/Anecdotal Evidence (Optional): ____________________

_____________________________________________________________.

C. Rhetorical Device #1. (See the list of RD handout):

______________________________________________________________

_____________________________________________________________.

* Rhetorical Device #2. (Optional):

______________________________________________________________

_____________________________________________________________.

* Rhetorical Questions (Optional):

_____________________________________________________________

_____________________________________________________________.

D. Restate the Supporting Argument

IV. Supporting Argument : _____________________________________________

_______________________________________________________________.

A Factual Evidence #1: ___________________________________________

_____________________________________________________________.

B Factual Evidence #2: ____________________________________________

______________________________________________________________
.

* Personal Experience/Anecdotal Evidence (Optional): ____________________

______________________________________________________________
.

C. Rhetorical Device #1. (See the list of RD handout):

______________________________________________________________

_____________________________________________________________.

* Rhetorical Device #2. (Optional): ____________________________________

_____________________________________________________________.

* Rhetorical Questions (Optional): ____________________________________

_____________________________________________________________.

D. Restate the Supporting Argument

V. Conclusion

A. Briefly review the main and supporting arguments

1. _______________________________________________________

2. _________________________________________________________
 3. _________________________________________________________

B. Leave an impact/impression: _____________________________________

__________________________________________________________________
.

C. Final restatement of the main argument by using a choice of rhetorical

device

_________________________________________________________________

_________________________________________________________________.

D. Final act of persuading by offering your opinion or solutions to the

problem.

__________________________________________________________________

_________________________________________________________________.