Abby Tuttle

Student Teaching, East

12
Course: English II

4/15/2016
Page 1 of
Social Issues Plan
Blocks: 4
Grade: 10

Duration: 90 minute
blocks

Topics: social issuesgun rights/control

Lesson Notes:
Standards Addressed
Integrating Multiple Texts: (Level 2)
o Students demonstrate they have the ability to :
Student can determine the central idea of the text.
Student can identify rhetorical features of the two texts. Student can
summarize the text objectively.
Unit Essential Question:
Assessment (formative):
How do social issues today impact
Students will fill out KWL to gain
our future?
information on prior knowledge and
think about questions
Students will complete graphic
organizer to compare and contrast
points of view
Resources and Materials:
KWL sheets
Packet
4 political cartoons on gun control
Graphic organizerpolitical cartoon
Playing cards
Daily Objectives:
I can identify the authors position in a piece of writing.
I can analyze and evaluate how the author makes claims and provides evidence.
I can compare and contrast ideas from 2 different articles.
Daily Agenda
(20 minutes) Overview
o Layout of unitUnit packet
o Standards being covered
o How groups will work for unit
Small groups with different issues and articles
o Todays Daily planscomparing and contrasting cartoons.
(5 minutes) KWL
o Put slide of political cartoons on smartboard
o Students need to fill out K-WThis was started last time, but they only had a
few minutes. Give another 5 minutes to fill in
What do they KNOW about Gun Rights issues and topics, vocabulary,
current laws, past events, media coverage, etc.
What do they WONDER? What questions or concerns do they have
about the topic? What do they want clarified? Do they have current
beliefs or feelings toward it to look into?

Abby Tuttle
4/15/2016
Student Teaching, East
Page 2 of
12
Use powerpoint as a jumping point for buzzwords
o Hand out cards (to place groups) while students are working.
(10 minutes) Group 1
o Students will be grouped together and each group will be reviewing one
political cartoon and answering the questions on the graphic organizer.
Minions1
Princesses2
Spiderman3
Trucks4
(15 minutes) Group 2
o Next, students will be partnered up to compare and contrast cartoons
o Fill in correct half of Venn Diagram on Graphic Organizer
Minions & Princesses (Matching card suit & number)
Spiderman & Trucks (Matching card suit & number)
(15 minutes) Group 3
o Students will be meeting in groups of 41 person with each cartoon.
o They will share the concepts in each and fill out remainder of Graphic
organizer
Matching groups of all K of hearts, A of hearts, etc.
(20 minutes) Recap
o What is the central idea of each
o What is the same
o What is different
(10 minutes) Closing:
o Wrap up: Reflect on KWwere any questions answered today? What
questions are people hoping to answer in this unit? Did more questions
form?
o Clean upreturn cards, re-organize copies of cartoons

Abby Tuttle
Student Teaching, East
12

4/15/2016
Page 3 of

Abby Tuttle
Student Teaching, East

4/15/2016
Page 4 of 12

Abby Tuttle
Student Teaching, East

4/15/2016
Page 5 of 12

Name _______________________

Block 4 8

Unit 4: Integrating Multiple Texts & Writing Expository/Informative Texts

English II Mrs. Tuttle
Essential Question: How do the social issues of today impact our future?
In this unit, you will have the opportunity to work in a small group to explore a current
social issue. You will be given several different pieces to read and analyze about your
selected topic. Then, you will be synthesizing the information you have gathered to
develop and complete your bodies of evidence for the unit.
Key Bodies of Evidence:
Practice Writings: Throughout the unit, you will be required to produce writing samples
(graphic organizers and paragraphs) to develop your writing skills in summarizing,
comparison/contrast, and reflection. Some of these writings will be used to begin
your final presentation and paper.
Informative/Expository Writings: Writings that inform of different viewpoints about a
current social issue and incorporate information from multiple sources.
Digital Presentation: A digital presentation to inform the audience of different
viewpoints and argue a claim about your beliefs.

Possible Social Issues to Explore:

Civil Rights & Individual Liberties
Immigration & Refugees
Income & Wages
Gun Rights or Control

Calendar
Weekly
Tasks & Goals
Finish Polished
Argumentative
Paper;
Select Topic:
_______________
KWL for Topic

Monday

Tuesday

Wednesday

Thursday

Friday

18(B)
Rough Draft
Due:
Argumentative
Paper (Bring
printed copy);
Peer Review;

19
No School ACT
for Juniors

20(A)
Rough Draft
Due:
Argumentative
Paper (Bring
printed copy);
Peer Review

21 (B)
Final
Argumentative
Paper Due
(Bring printed
copy);
Full class: Gun
Control; BOE
practice;
Select Topic

22 (A)
Final
Argumentative
Paper Due
(Bring printed
copy);
Full class: Gun
Control; BOE
practice;
Select Topic

Abby Tuttle
Student Teaching, East
Source 1 & 2;
BOE practice

4/15/2016
Page 6 of 12
25(B)

CFA

26(A)

27(B)
In-text Citations

28(A)
Topic KWL;
Source 1 & 2
(selected topic);
BOE practice

29(B)
Topic KWL;
Source 1 & 2
(selected topic);
BOE practice

CFA

Source 3;
BOE: Write
Informative
Paragraph 2
(template);
Source 4 & 5;
Brainstorm for
Presentation;

May 2(A)
Source 3;
BOE:
Informative
Paragraph 1
due

3(B)
Source 3;
BOE:
Informative
Paragraph 1
due

4(A)
In-text Citations

5(B)
Source 4 & 5;
BOE:
Informative
Paragraph 2
due

6(A)
Source 4 & 5;
BOE:
Informative
Paragraph 2
due

Begin Digital
Presentation

9(B)
Overview of
Visual
Presentation;
Complete
planning sheet

10(A)
Overview of
Visual
Presentation;
Complete
planning sheet

11(B)
Vocabulary and
Grammar (Based
on topics)

12(A)
Write Intro and
Conclusion for
Visual/
Persuasive
Presentation;
Search for
visuals

13(B)
Write Intro and
Conclusion for
Visual/
Persuasive
Presentation;
Search for
visuals

Finish Digital
Presentation
Practice and
Improve Digital
Presentation

16(A)
Improve intro
and conclusions
for visual
presentation;
Prepare
Powerpoint

17(B)
Improve intro
and conclusions
for visual
presentation;
Prepare
Powerpoint

18(A)
Vocabulary and
Grammar (Based
on topics)

19(B)
Peer Review
Digital
Presentation

20(A)
Peer Review
Digital
Presentation

Present Digital
Presentation

23(B) 27 (B)
Present Visual Presentations

Grading Topics and Scales:

4

Evaluating Arguments & Purpose

3

Abby Tuttle
Student Teaching, East
In addition to score
3.0 performance,
the student
demonstrates indepth inferences
and applications
that go beyond the
target.

Categor
y
Feature
s
(Compa
re/
Contras
t&
Rhetori
cal
Feature
s)
Central
Idea

Structu
re

Category
Organiza
tion

Support

4/15/2016
Page 7 of 12

Student has demonstrated the ability

to:

Analyze how an author or speaker

uses rhetoric (ethos, pathos,
logos) to advance his/her position
or purpose and address the
intended audience of a text or
speech.

Evaluate whether the claims and

evidence in an argument are
relevant and sufficient.

Identify types of reasoning used

in an argument (deductive,
inductive, abductive, and
fallacious) and whether the
reasoning is valid.

Student has recognized or recalled

specific vocabulary such as:

Audience, purpose, rhetoric,

fallacious reasoning, sufficient,
valid
Student has performed basic
processes such as:

Identifying the audience of a text

or speech.

Identifying a speakers or authors

position and reasoning.

Delineating the argument and

specific claims in a text or claim.

Identifying evidence used by an

author or speaker to support his or
her message.

Identifying examples of false

statements and fallacious
reasoning in isolation.
Integrating Multiple Texts
3
2

In addition to score 3.0

performance, the
student demonstrates indepth inferences and
applications that go
beyond the target.

Student has analyzed how two or

more texts have addressed similar
topics.

In addition to score 3.0

performance, the
student demonstrates indepth inferences and
applications that go
beyond the target.

Student has analyzed how the

author develops a central idea
throughout the text.

In addition to score 3.0

performance, the
student demonstrates indepth inferences and
applications that go
beyond the target.

Student has compared and/or

contrasted the rhetorical features
that the author employed in order
to convey their argument to the
audience.

Student has written about how

this idea emerges or is refined
through the use of specific details
from the text.
Student has analyzed the authors
effectiveness related to structure.

Student has analyzed whether or

not the structure the author uses
makes the arguments clear,
convincing, and engaging.
Writing Informative/Expository
4
3
In addition to score 3.0
Student organized the
performance, the student
concepts and the information
demonstrates in-depth
in order to make important
inferences and applications
connections and distinctions
that go beyond the target.
throughout his/her writing.
In addition to score 3.0
Student developed the topic
performance, the student
with relevant and sufficient

Student has
not provided
sufficient
evidence.

Student has identified rhetorical

features of the two texts.
Student has summarized the text
objectively.

1
Student
has not
provided
sufficient
evidence.

Student has determined the

central idea of the text.

Student
has not
provided
sufficient
evidence.

Student has described how the

author unfolds the analysis or
series of ideas or events in a text.

Student
has not
provided
sufficient
evidence.

Student has explained the

authors structural choices in a
text.
Texts
2
Student made connections
and distinctions between the
important concepts
throughout his/her writing.
Student used evidence to
help support their main ideas.

1
Student has
not
provided
sufficient
evidence.
Student has
not

Abby Tuttle
Student Teaching, East
demonstrates in-depth
inferences and applications
that go beyond the target.

Style

Conclusi
on

In addition to score 3.0

performance, the student
demonstrates in-depth
inferences and applications
that go beyond the target.

In addition to score 3.0

performance, the student
demonstrates in-depth
inferences and applications
that go beyond the target.

4/15/2016
Page 8 of 12
support.
Student used extended
definitions, concrete details,
quotations, and examples
appropriate to the audience.
Student used appropriate and
varied transitions to create
cohesion and clarify
relationships among
concepts.
Student used precise
language that was
appropriate for the audience
and topic. Student
established and maintained a
formal style and objective
tone throughout the paper.
Student constructed a
conclusion that articulated
the implications or
significance of the topic.

provided
sufficient
evidence.

Student attempted to use

transitions between the ideas.
Student used appropriate
language for the majority of
the paper.

Student included a basic

conclusion.

Student has
not
provided
sufficient
evidence.

Student has
not
provided
sufficient
evidence.

Delivering Presentations
4
3
2
In addition to
Student demonstrates s/he has the
Student has recognized or recalled
score 3.0
ability to:
specific vocabulary such as:
performance, the Present a speech that engages the
Concise, substance, style, enhance,
student
audience through a variety of
articulate
demonstrates intechniques (for example: rate,
Student has performed basic
depth inferences
pitch, tone, enthusiasm)
processes, such as:
and applications Make strategic use of digital media
Incorporating a digital visual aid into a
that go beyond
(for example, textual, graphic,
presentation.
the target.
audio, visual, and interactive
Presenting a speech that conforms to
elements) in presentations to
the task, purpose, and audience of
enhance understanding of findings,
a given situation.
reasoning, and evidence
Use appropriate eye contact,
adequate volume, and clear
pronunciation
Vocabulary
4
3
2
Students demonstrate they
Student demonstrates s/he has
Student demonstrates s/he has
have the ability to:
the ability to:
developed the ability to:

Analyze the cumulative

Analyze nuances in the

Identify specific words that
impact of specific word
meaning of words with
impact meaning and tone in
choices on meaning and
similar denotations in a text
a text.

Determine the meaning of

Acquire and use accurately
tone in a text (for example,
words and phrases as they
general academic and
how the language evokes a
are used in a text, including
domain-specific words and
sense of time and place;
figurative, connotative, and
phrases, sufficient for
how it sets a formal or
technical meanings
reading, writing, and
informal tone).
speaking and listening
Applying Grammar & Mechanics
4
3
2

1
Students
performance
reflects
insufficient
progress
towards
foundational
skills and
knowledge.

1
Students
performance
reflects
insufficient
progress
towards
foundational
skills and
knowledge.

Abby Tuttle
Student Teaching, East
Students demonstrate they have
command of the conventions of
standard English capitalization,
punctuation, grammar, and usage in
context when writing or speaking to:

Apply the understanding that usage

is a matter of convention, can
change over time, and is sometimes
contested

Resolve issues of complex or

contested usage, consulting
references as needed

Observe hyphenation conventions

Vary syntax for effect, consulting

references for guidance as needed

4/15/2016
Page 9 of 12
Student demonstrates s/he has
Student
command of the conventions of
demonstrates
standard English capitalization,
s/he has
punctuation, grammar, and usage in
developed the
context when writing or speaking to:
ability to:

Use parallel structure

Use grammar

Use various types of phrases (noun,

and usage in
verb, adjectival, adverbial,
isolation
Use
participial, prepositional, absolute)
and clauses (independent,
conventions
dependent, noun, relative, adverbial)
in isolation
to convey specific meanings

Use a semicolon (and perhaps a

conjunctive adverb) to link two or
more closely related independent
clauses

Use a colon to introduce a list or

quotation

Students
performance
reflects
insufficient
progress
towards
foundational
skills and
knowledge.

Abby Tuttle
Student Teaching, East
12

4/15/2016
Page 10 of

NAME:
Gun Rights and Gun Control
Step 1
First groupingMrs. Tuttle will assign; keep your cards!!
Which Cartoon do you have?

What symbols do you recognize? What do these represent?

What is the authors main idea or purpose or central idea? Think: If the author
wrote this as a claim, what would their claim be?

Step 2 (On back):

Mrs. Tuttle will assign new groupskeep your cards!!

With your new group, compare the 2 cartoons you have using the diagram on
the back.
o 1 & 2 will be together and use the top half; 3 & 4 will be together and
use the bottom half

Step 3 (On back):

Mrs. Tuttle will assign new groupskeep your cards!!

With your new group, you will be comparing and contrasting the central ideas
(main claim) made by each of the cartoons and determining what they all 4
have in common

Abby Tuttle
Student Teaching, East
12

Cartoon 1

4/15/2016
Page 11 of

Shared Ideas 1 & 2

Cartoon 2

Shared Ideas All 4 Cartoons

Shared Ideas 3 & 4

Cartoon 3

Cartoon 4

Abby Tuttle
Student Teaching, East
12

4/15/2016
Page 12 of