Unit 2, Week 3
Violence in Chicago
Close Read of Quotes
Post the following quote and/or distribute the quote for each student to mark.
“Poverty is the parent of revolution and crime.”
― Aristotle
If needed, explain what close reading is (a careful and purposeful rereading of the text that allows reader to understand the text deeply) and why good readers do it. Refer to the Doug Fisher article for more information on Close Reading:
One by one, pose the following questions for students to consider and discuss:
o First Read: Read the quote and note any words that are interesting or need clarification.
o Second Read: What is the author saying in this quote? What words make you believe that?
o Third Read: What does this quote say about society?
Lead students through a discussion of the quote and the text, modeling and thinking aloud when needed. Students will begin to have an understanding of the key vocabulary in the quote, and they should be encouraged to continue to use these academic vocabulary words in their discussion of articles in the unit.
Lesson 1: Central Idea/Evaluating Argument
I DO:
T will review the term central idea. T will make the correlation between central ideas and main ideas, pointing out the central idea is “what the text is all about”. T will model pulling out important words that are repeated, and stand out as important details.
As T reads paragraphs 1-3 of - Chicago Violence: Our Problem, Our Solution (Black Youth Project)
T will model annotating important ideas and invite students to assist in pulling out key ideas. T will model inferring the author’s argument/claims. Possible questions to lead discussion/think aloud:
T will point out the claims and highlight supporting sentences.
T will model determining whether claims are supported by reasons and evidence or not using a chart:
Post the following quote and/or distribute the quote for each student to mark.
“Poverty is the parent of revolution and crime.”
― Aristotle
If needed, explain what close reading is (a careful and purposeful rereading of the text that allows reader to understand the text deeply) and why good readers do it. Refer to the Doug Fisher article for more information on Close Reading:
One by one, pose the following questions for students to consider and discuss:
o First Read: Read the quote and note any words that are interesting or need clarification.
o Second Read: What is the author saying in this quote? What words make you believe that?
o Third Read: What does this quote say about society?
Lead students through a discussion of the quote and the text, modeling and thinking aloud when needed. Students will begin to have an understanding of the key vocabulary in the quote, and they should be encouraged to continue to use these academic vocabulary words in their discussion of articles in the unit.
Lesson 1: Central Idea/Evaluating Argument
I DO:
T will review the term central idea. T will make the correlation between central ideas and main ideas, pointing out the central idea is “what the text is all about”. T will model pulling out important words that are repeated, and stand out as important details.
As T reads paragraphs 1-3 of - Chicago Violence: Our Problem, Our Solution (Black Youth Project)
T will model annotating important ideas and invite students to assist in pulling out key ideas. T will model inferring the author’s argument/claims. Possible questions to lead discussion/think aloud:
- What do you think the author feels about the issue in Chicago? What sentences stand out as important? (Possible answers: “And we feel anger that this is not a problem that plagues the entire city, but the poor areas and the areas with a high minority concentration. They cannot fix them because they do not understand black, brown, and poor people.)
T will point out the claims and highlight supporting sentences.
T will model determining whether claims are supported by reasons and evidence or not using a chart:
WE DO:
As students explore the text, S will find claims such as: “Government and the well-to-do can’t understand the problems of violence in this city.”
As students state reasons the author gives, the T must then spark the discussion, “Are the reasons opinions or evidence? Are these actually supporting the argument or just someone giving their ideas?
The goal of the discussion is to guide S towards the understanding that their argument, although it may contain their feelings and ideas, must be supported by some concrete evidence. Therefore, this will lead the T/S to discuss what evidence would be valuable to research to strengthen the argument.
As S continue to read – paragraph 5 should be highlighted as having evidence that supports her solution to the conflict. (Allow S to determine this on their own)
While reading, T will point out vocabulary with Greek and Latin roots, particularly:
Monolithic politician centuries
T will explain how Latin roots help us to understand these words and build other words with similar meanings.
S will help determine meanings and other words with the same roots, then record in journals.
T will point out that as S explore the article, they will continue to notice words with the Greek and Latin roots and to record them in their notebook and discuss the meanings.
YOU DO:
S will continue to complete argumentative charts and then write a summary of the article and analyze the arguments/claims made by the author.
Record and share any words derived from the roots, then work with peers to determine the meaning of the words.
Lesson 2:
Repeat close read activity with these quotes:
“An eye for an eye will only make the whole world blind.”
― Mahatma Gandhi
“People sleep peaceably in their beds at night only because rough men stand ready to do violence on their behalf.”
― George Orwell
Then use any of the other National Guard articles to evaluate arguments as done before:
As students read the articles, T may have students report out (SL6.1, 6.2, 6.3) the arguments of the authors and T can facilitate a Socratic Seminar (discussion) or Philosophical Chairs (debate) on the topic – Violence in Chicago – What is the correct solution?
T can introduce the rules for the type of discussion they will have :
Lesson 3: Beginning Research
During this week, the T should review the culminating writing prompt and its requirements. S need to:
· Choose an issue to they feel strongly about: (Gaza Conflict, Ukraine conflict, Immigration, Violence in Chicago)
· Develop an argument that defends your position on the issue (how the conflict can be resolved)
· Begin gathering relevant information from multiple print and digital sources to support your claim
· Identify central ideas and arguments in your sources; summarize or analyze when applicable
As students embark on research, there needs to be instruction around gathering sources. T will model searching the web and assessing sources as credible or not. T will review some sites that are above the students’ level, on level, not supported by evidence, are supported. (T will need to do a Google search on a topic to model this prior to class)
At least 2 periods should be provided for research, either in a library setting, computer lab, or in class. T should also review how to gather bibliographic information from sources. T can distribute a reference page to help students gather this information, then model how to find it in a text or magazine or website.
Bibliographical references:
http://www.factmonster.com/homework/t8biblio.html
http://www.sjusd.org/simonds/docs/BibliographyFormat.pdf
As students are working, T should periodically check resources and S progress on the research.
As students explore the text, S will find claims such as: “Government and the well-to-do can’t understand the problems of violence in this city.”
As students state reasons the author gives, the T must then spark the discussion, “Are the reasons opinions or evidence? Are these actually supporting the argument or just someone giving their ideas?
The goal of the discussion is to guide S towards the understanding that their argument, although it may contain their feelings and ideas, must be supported by some concrete evidence. Therefore, this will lead the T/S to discuss what evidence would be valuable to research to strengthen the argument.
As S continue to read – paragraph 5 should be highlighted as having evidence that supports her solution to the conflict. (Allow S to determine this on their own)
While reading, T will point out vocabulary with Greek and Latin roots, particularly:
Monolithic politician centuries
T will explain how Latin roots help us to understand these words and build other words with similar meanings.
S will help determine meanings and other words with the same roots, then record in journals.
T will point out that as S explore the article, they will continue to notice words with the Greek and Latin roots and to record them in their notebook and discuss the meanings.
YOU DO:
S will continue to complete argumentative charts and then write a summary of the article and analyze the arguments/claims made by the author.
Record and share any words derived from the roots, then work with peers to determine the meaning of the words.
Lesson 2:
Repeat close read activity with these quotes:
“An eye for an eye will only make the whole world blind.”
― Mahatma Gandhi
“People sleep peaceably in their beds at night only because rough men stand ready to do violence on their behalf.”
― George Orwell
Then use any of the other National Guard articles to evaluate arguments as done before:
- National Guard Needed in City to Stem Shootings
- Send the National Guard to Chicago
- Chicago Violence: The Buck Stops with you, Rahm Emanuel
- Tackling Chicago’s Crime Gap
As students read the articles, T may have students report out (SL6.1, 6.2, 6.3) the arguments of the authors and T can facilitate a Socratic Seminar (discussion) or Philosophical Chairs (debate) on the topic – Violence in Chicago – What is the correct solution?
T can introduce the rules for the type of discussion they will have :
Lesson 3: Beginning Research
During this week, the T should review the culminating writing prompt and its requirements. S need to:
· Choose an issue to they feel strongly about: (Gaza Conflict, Ukraine conflict, Immigration, Violence in Chicago)
· Develop an argument that defends your position on the issue (how the conflict can be resolved)
· Begin gathering relevant information from multiple print and digital sources to support your claim
· Identify central ideas and arguments in your sources; summarize or analyze when applicable
As students embark on research, there needs to be instruction around gathering sources. T will model searching the web and assessing sources as credible or not. T will review some sites that are above the students’ level, on level, not supported by evidence, are supported. (T will need to do a Google search on a topic to model this prior to class)
At least 2 periods should be provided for research, either in a library setting, computer lab, or in class. T should also review how to gather bibliographic information from sources. T can distribute a reference page to help students gather this information, then model how to find it in a text or magazine or website.
Bibliographical references:
http://www.factmonster.com/homework/t8biblio.html
http://www.sjusd.org/simonds/docs/BibliographyFormat.pdf
As students are working, T should periodically check resources and S progress on the research.