Unit 2, Week 1
Anchor Text Lessons
Lesson 1: Close reading to find author’s point-of-view
Distribute Pre-assessment on argumentative vocabulary, one per student
Have students place key term with correct definition as a pre-assessment on key argumentative vocabulary.
T will explain and discuss how critical readers have to figure out the author’s position on a topic. Explain that we need to read text closely to figure out the authors’ point of view, analyze the situations in a text in order to make decisions about the world around us.
I DO:
What is point of view? As we know, point of view is the way an author allows a reader to “see” and “hear” what is happening in the text. The point of view shows how a text is narrated and allows the reader to identify the narrator’s opinions and feelings.
WE DO:
Distribute the anchor text, 1 per student: "Everything You Need to Know About the Israel-Gaza Conflict: What Caused The Latest Round of Violence"
Share and Post the following Guiding Questions prior to reading the anchor text:
T begins reading text aloud. T will model annotating text, and guide S through annotating the text using the guiding questions as stopping points to annotate on the margins of the text. T reads aloud as students listen and annotate page one together.
T models annotation of the map, asking:
YOU DO:
S will continue in small groups, completing annotation notes. S will share out with peers and the class.
Exit Slip: What is point of view? How can you tell the point of view in a text? Is it a credible source, why or why not?
Lesson 2-4: Tracing arguments
I DO:
T will lead class discussion on the video asking students the following questions, giving time for students to think-pair-share before sharing out with the whole group:
WE DO:
Using “Ukraine national attacks on Russian supporters,” read and discuss paragraphs 1-4.
S will use Argument & Claims Graphic Organizer to analyze arguments and specific claims of the article. T will monitor and guide discussions.
YOU DO:
Students will finish reading the rest of the article in small groups and use the graphic organizer. Groups will share ideas.
Exit slip: How does tracing arguments and specific claims help persuade our views?
Distribute Pre-assessment on argumentative vocabulary, one per student
Have students place key term with correct definition as a pre-assessment on key argumentative vocabulary.
T will explain and discuss how critical readers have to figure out the author’s position on a topic. Explain that we need to read text closely to figure out the authors’ point of view, analyze the situations in a text in order to make decisions about the world around us.
I DO:
What is point of view? As we know, point of view is the way an author allows a reader to “see” and “hear” what is happening in the text. The point of view shows how a text is narrated and allows the reader to identify the narrator’s opinions and feelings.
WE DO:
Distribute the anchor text, 1 per student: "Everything You Need to Know About the Israel-Gaza Conflict: What Caused The Latest Round of Violence"
Share and Post the following Guiding Questions prior to reading the anchor text:
- What is the author telling me here?
- Are there any hard or important words?
- What does the author want me to understand?
- How does the author play with language to support his/her point-of-view?
- Why should I believe what the author is telling me?
T begins reading text aloud. T will model annotating text, and guide S through annotating the text using the guiding questions as stopping points to annotate on the margins of the text. T reads aloud as students listen and annotate page one together.
T models annotation of the map, asking:
- Why did the author use this map?
- Why are there certain countries and cities he/she is showing us?
YOU DO:
S will continue in small groups, completing annotation notes. S will share out with peers and the class.
Exit Slip: What is point of view? How can you tell the point of view in a text? Is it a credible source, why or why not?
Lesson 2-4: Tracing arguments
- T will review point of view and discuss/recap what S discovered in previous lessons.
- T will show Where’s Joe? US’s VP Biden but it’s a head scratcher for Americans.
I DO:
T will lead class discussion on the video asking students the following questions, giving time for students to think-pair-share before sharing out with the whole group:
- In what ways did the anchors interject their own opinions versus facts?
- Do you believe RT is a credible source? What might RT stand for? In knowing what RT stands for, does it change your opinion of bias-free reporting?
- Do you think the video response of the Americans responding edited? Why or why not?
- Who was the “expert” that RT chose to speak on the knowledge of our politicians and the American people on the Ukrainian conflict? Do you think he is right? Why or why not?
- Do you think Brian Becker is stating facts or opinions? What evidence makes you think so?
WE DO:
Using “Ukraine national attacks on Russian supporters,” read and discuss paragraphs 1-4.
S will use Argument & Claims Graphic Organizer to analyze arguments and specific claims of the article. T will monitor and guide discussions.
YOU DO:
Students will finish reading the rest of the article in small groups and use the graphic organizer. Groups will share ideas.
Exit slip: How does tracing arguments and specific claims help persuade our views?