Cross+content+unit+plan

Robin Rotondi

Due: March 25, 2014

EDUC:6653:Reading & Adolescent Literature

Cross Content Unit Plan (ELA, Science, Math) (Rhetoric, Satire and   Dystopian and Post-Apocalyptic Literature) (Human Population Growth and Environmental Impacts) PowerPoint Presentation: [|https://docs.google.com/presentation/d/1yuRMEHV-8WFeYInvah0Qtc-pPTxqKZ3YIxiQFdHSM_o/edit#slide=id.p]

//Class length: 45 minutes// __ Essential Questions: __ 1. Should human population be controlled? Why or why not? 2. In what ways has the environment been impacted by human population growth? 3. How can humans live in harmony with their environment? 4. In what ways can a growing population maintain a sustainable environment? 5. What are a person's moral and ethical responsibilities toward his or her family, community, government, and the environment?

**__Day 1: Topic: Introduction to Overpopulation/Human Population Control__** **__ & GIST Reading Strategies-Summarization (Full lesson plan) __**

** __Goals__: **


 * Students will be able to understand the main idea and the events in a text in order to create a summary.
 * Students will be able to reflect upon the issue of over population and whether or not the population should be controlled.

**__Student Learning Objectives:__** 1.) Students will be able to organize the development of events in the text with the help of a GIST organizer. 2.) Students will be able to provide an objective summary of the text by using GIST strategy.

** __CCSS Standards:__ ** **__ Materials/Resources: __** ([|http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html?tab=3#(tabs]) ([]) ([]) >  **__ Initiation: __** **__ (Part 1): __** **__ Part 2: Bridge: __** Have students share out their answers to their Do Now activities. Tell students that you will be teaching a new reading strategy to help them find the main idea of a text in order to write summary. **(3 mins.)** **__ Lesson Development: Strategy/Activity: GIST During or After Reading Strategy __** ([])
 * CCSS.ELA-Literacy.RL.9-10.2 ** - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
 * Computer/Smartboard
 * Gist Reading Strategy video: ([] (stop video at 3:39 minutes)
 * 63 GIST organizers
 * 21 sample article: “The Effects of Animal Overpopulation”
 * 21 “Overpopulation is Everyone's Problem” - practice article
 * Example: GIST organizer labeled (“Animals-Lack of Food”)
 * 21 Index card for Exit slip
 * 21 Copies of Chapter 22 of Dan Brown's //Inferno// – for HW
 * Journals
 * __ Do Now: __**** Answer in journal: ** When you write a summary, how do you know what to include? **(3 mins.)**
 * Show students the GIST Reading Strategy video (as a hook) (stop at 3:39 minutes)
 * Introduce the first essential question: (30 minutes) and explain that they will be learning about this topic in math and science too.
 * Teacher will explain to class that they will be focusing on the following topic in learning and practicing the GIST reading strategy:
 * Essential Question: “Should human population be controlled? Why or why not?”
 * Review what they just saw on the video: Ask students based on video: “What does GIST stand for?” What does it mean to get the GIST of something?”
 * Tell the students what a GIST is: the process of summarizing information by finding out what the “gist” of the story is.
 * __ Define __ what the "__gist"__ of something is: It is the main point or part: essence of something, as in “the **gist** of an argument.”
 * In this strategy GIST is also an acronym for: **__G__**__enerating **I**nteractions between **S**chemata and **T**ext.__
 * __ Define __ what “__schemata”__ means: a plan, diagram, or scheme, or an underlying organizational pattern or structure; conceptual framework.
 * Explain that it will be a useful strategy to help them understand the five W's and the one H: “who, what, when, where, why, and how” in a text.
 * Teacher: “Gist is a comprehension strategy that is used both during reading and after reading. It is one approach to summarizing a text. When using GIST, students create summaries that are 20 -30 words or less for increasingly large amounts of text” (http://ed-web3.educ.msu.edu).
 * “The end product is a 20-30 word summary that is tight and precise” (http://coldfusion.mead.k12.wa.us).
 * To use GIST as a **//__during reading strategy__//**, you will jot down words you think are important and that answer the 5 W and 1 H questions. WHILE you are reading.
 * To use GIST as an **//__after__// __//reading strategy//__**, read the paragraph //first//, //then go back// and look for the words you need to fill in the organizer after you have read.

( [] )
 * Teacher: “I will model this strategy using the article; “The Effects of Animal Overpopulation,” then we will practice together, then you will try it yourselves in groups using another article:
 * Hand out copies of article Animal Overpopulation articles so students can read along.
 * Teacher will read the sample Animal overpopulation article aloud to class.
 * Students will read the sample article along with teacher.
 * **__ Teacher Model (I do): __** Teacher will model the GIST process using the Animal overpopulation article and filling in the GIST organizer.
 * Put GIST organizer template up on Smartboard. (Use GIST organizer Template): (
 * http://www.readwritethink.org/classroom-resources/lesson-plans/gist-summarizing-strategy-content-290.html?tab=3#tabs )
 * Discuss article together with class starting with paragraph 2. Teacher re-reads paragraphs # 2. :
 * Teacher will show class how she finds the “who, what, where, when, why, and how” in text and fills those in on GIST organizer template on Smartboard.
 * Teacher fills in GIST organizer that is visible on Smart board as she talks through it aloud: (See sample GIST organizer labeled (“Animals-Lack of Food” )
 * Once organizer is filled out, teacher demonstrates to students how to use the organizer to write a one sentence in 20-30 words or less summary for each paragraph.


 * Example of summary for paragraph: “When too many of the same animals competes for a similar food source, many die from starvation.”


 * Teacher re-reads & repeats demonstration with paragraph # 3: See GIST sample labeled Animals – Wandering. Sample summary: “When overpopulated animals are starving, they wander into human areas for food, causing trouble for themselves and the humans.”
 * Share your GIST with the class.


 * **__ 2. ) Next: (We do): __** Students practice guided by teacher using paragraphs # 4 & 5 of Animal Overpopulation article, then they summarize whole article.


 * Teacher puts new blank GIST organizer up on board and this time asks students to raise their hands and suggest words from text to fill it out.


 * Once organizer is filled out, teacher asks class to raise their hands and suggest a summary in 20-30 words or less using the words from the organizer.

( [] ) **__ Conclusion: __** **__(5 minutes)__** Exit Slip: Answer on index card and leave with me before you exit class today **__ Assessment: __**** __(Formative__): ** (SLO #1 & 2) Students share out summaries from GIST activity to see if they located the five W's (Who, What, When Where, Why) and the one H (How) and use these to create a precise summary in 20 30 words or less. Exit slip from today's lesson plan: How did the lack of predators affect the animal population in the article you read? List five things that resulted as a consequence of animal over population? Summarize in one sentence how to use the GIST strategy. “Describe how you might use the GIST strategy you learned today with a fictional text.”
 * Teacher reads summary students suggested and adjusts as needed with help of students to make the summary the most precise it can be.
 * **__ (You do) student try GIST strategy on their own using new text. __**
 * Teacher tells students: “Now you will try to use the GIST reading strategy on your own with a new article. This time the article is on human overpopulation.”
 * Teacher breaks students up into small groups of 3 or 4 to practice on their own with a new article about human overpopulation: Los Angeles Times: “Overpopulation is Everyone's Problem:”
 * Students read articles silently in groups.
 * Student groups work together to fill out three different organizers, one for each section of article. Section one: paragraphs 1- 3 from “At one point... to “nations can provide,” then 2nd section: paragraphs 4-6: “As a matter of policy...” to “how man children they will have,” then last section, paragraphs 7- 10: “Nations also tend to view population growth...” to the end “minimize our peril.”
 * Students - Summarize each section in 20 words or less.
 * Students - summarize the whole article, by using your three summary sentences and combining them to make them into one tight and precise sentence.
 * Reconvene as a class to discuss both articles.
 * Teacher asks the class: How did the reading strategy help you to find the main ideas in the paragraphs and the entire article? (Students should answer by summarizing the process they just learned.)
 * Brainstorm reasons why population may want to be controlled, & why not.
 * What does the article say are some reasons why the world has gotten overpopulated?
 * Collect student's GIST organizers for assessment.
 * Have them keep articles to take home to answer homework questions.
 * Discussion (teacher may write students' answers on Smartboard):
 * Ask students:
 * Why should animal population be controlled?
 * What will happen if animal population is not controlled?
 * What does the 2nd article suggest to do about human overpopulation and how does it suggest we do it?
 * Why do we need to control human population ?
 * How did the lack of predators affect the animal population in the article you read?
 * List five things that resulted as a consequence of animal over population?
 * Summarize in one sentence how to use the GIST strategy.
 * Describe how you might use the GIST strategy you learned today with a fictional text.
 * __ (Summative __**** ): ** (SLO #1 & 2) Collect journals & GIST Organizers from students for to see if they filled them out correctly.

**__ Homework: __** Bring home articles we read and used in today's GIST lesson. Read copy of Ch. 22 of Dan Brown's Inferno. Answer these questions based on the articles that you read today and use inferences from the Inferno reading:
 * What impact may human overpopulation have on the environment?
 * What may happen if population is controlled/limited over long periods of time?
 * What are some ethical and moral questions concerning population control?

**__ Day 2: Topic: Overpopulation/Human Population Control- __** **__ SWAB After Reading Strategy w/Dan Brown's //Inferno//, Chapter 22- Summarization__****__ -Full lesson plan __** **__ Goals __**** : **


 * Students will be able to understand the main idea and the events in a text in order to create a summary.
 * Students will understand that there are two sides to an argument about population control by finding opposing characters' conflicts and resolutions.

** __Student Learning Objectives:__ ** 1.) Students will be able to provide an objective summary by using a SWBS reading strategy in order to determine a theme or central idea of a text.

2.) Students will be able to cite textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text to determine two sides of an argument.

**__ CCSS Standards: __** CCSS.ELA-Literacy.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [|CCSS.ELA-Literacy.RL.9-10.1]- Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. **__ Materials/Resources: __** ([])
 * Computer
 * Smart board
 * 4 Extra Copy of Chapter 22 of Dan Brown's //Inferno//
 * Examples of SWBS charts to put up on Smartboard: 1 for multiple content and 1 for //Inferno//
 * 21 SWBS blank charts for students
 * 4 Extra Copies of Los Angeles Times “Overpopulation is Everyone's Problem” article (they should have these from yesterday)
 * student journals
 * pen/pencils

__ **Initiation:** __ **__ Part 1: (5 minutes) __**
 * I will begin the lesson with a Do Now activity. The question below will be on the Smart board when the students arrive and they will write their responses in their journals. This question is directly related to their homework last night.

**__ Part 2-Bridge: (5 minutes) __**
 * __ Do Now: __ In your journal, please respond to the following question in 1-3 sentences: Take out your //Inferno// excerpts.
 * Based on your reading of Chapter 22 in Dan Brown’s //Inferno//, what are two opposing views on human population control? Cite evidence from the text.
 * Students share out their answers.
 * Teacher says: “Today you are going to learn a new strategy to help you find the main idea of a text and also to write a summary, like you did with the GIST strategy yesterday. This will be a strategy that you can use //after// reading a text to help you better comprehend what you have read. The new strategy is called 'Somebody-Wanted-But-So,' or SWBS. Right now those words may not seem to make sense to you, but I promise by the time we are done, you will not only understand what they mean, but you will know how to use them. This strategy will help you understand literary elements such as characters, such as protagonists and antagonist, conflicts and resolutions. It is also a great summarization strategy that you can use for fiction as well as non-fiction reading, and you can use it in English, science, or history class.

**__ Lesson Development: Procedure: (30 minutes) __**
 * I'd like to quickly review last night's homework questions. I will go around to check if homework has been completed, so please take your homework out. While teacher checks homework, she asks for volunteers, and then calls on students for answers to include more students in discussion.
 * What impact may human overpopulation have on the environment?
 * What may happen if population is controlled/limited over long periods of time?
 * What are some ethical and moral questions concerning population control?
 * The teacher will describe how the strategy works: “The strategy Somebody Wanted But So... is used to help students understand plot elements such as conflicts and resolutions. It can be used as a "during reading" or "after reading" strategy. You will complete a chart that identifies the character, the goal of the character, what problems or conflicts are being faced, and what the resolution of the conflict is.” Then the information is used to write a summary in one sentence, similar to the GIST strategy you learned yesterday. First I will show you a sample of the chart and how it is filled out with information form other texts that you may already know. Then I will model the procedure with the non-fiction article “Over Population is Everyone's Problem” that you read yesterday. Please take out your articles and get ready to follow along. Then we will try this SWBS strategy with the fictional excerpt you read for homework last night: Ch. 22 of Dan Brown’s novel //Inferno.//
 * Put blank copy of SWBS chart on Smartboard to show students what the chart looks like.
 * Now put up copy of chart that is already filled in with Scout Finch, Anne Frank, etc. Explain how this chart was filled out. Scout is from the novel To Kill A Mockingbird, by Harper Lee read across to demonstrate what Scout wanted, her conflict, and so what happened. Do this with each of the other names: Anne Frank is from The Diary of Anne Frank, by Anne Frank, you all know who Christopher Columbus is from history class, and you may know Thomas Edition from science, English or history class and his invention such as the motion picture camera, phonograph, and light bulb, and Stephen Hawkings from science or math class.
 * __ 1.) (Teacher Model- I do): __** Now I will model the Somebody-Wanted-But-So reading strategy by reading a selection of the article “Over Population is Everyone's Problem” that you read in class yesterday. (See highlighter area- read only short paragraphs 1- 3) ...And using a chart with four columns: Somebody (character), Wanted (goal/motivation), But (conflict), So (resolution), I will show you how to find the “somebody” or the character, the goal or motivation of that character – in other words: what he/she “wanted,” the “but” of the or the problem or conflict that is preventing that character form getting what he or she wants, and finally, the “so” or the resolution, so since they couldn't get what they wanted, then what happened?
 * Please look up at the Smart board. From my reading, I decided that the “Somebody” that the article is talking about in the first 3 paragraphs is “the thinkers and global leaders”. So I will write that in the space under “Somebody.” Next I ask myself, what does the text say that the thinkers and global leaders wanted? They wanted “ to reduce famine and sickness without devastating the world's fine resources,” so I write that in under “Wanted.” Next, I look for the “But”... what problem or conflict did they face? I find “but the world's capacity for producing yet more food is limited.” so I write that under “But.” Lastly, I need to decide “so,” or so what happened then? I find: “family planning assistance is one of the most important forms of humanitarian aid that the United States and other developed nations can provide.” I write that under “So.” Now I read it across to get my summary, adding in “wanted,” “but,” and “so”: “Thinkers and global leaders **//wanted//** to reduce famine and sickness without devastating the world's fine resources, **//but//** the world's capacity for producing yet more food is limited, **//so//** family planning assistance is one of the most important forms of humanitarian aid that the United States and other developed nations can provide.” Done! Sometime we may need to shorten the sentence a bit to make it more precise. Any questions? Now you try it.
 * 2.) __(We Do):__ ** Let's look again at the rest of yesterday'sarticle “Overpopulation is Everybody's Problem” and re-read it silently. (When they are done re-reading). Please raise your hand if you can tell me a “somebody that you found in the article. There may be more than one “somebody.” (Teacher lists all of the “somebodys” that the students suggest.) Let's look at the first “somebody”- what did he wants? Write suggestions in under “wanted.” Good, now what is the “but” that goes along with this somebody? What prevented him form getting what he wanted? Let's write that down under “but.” Now for the “so”... So what happened when he couldn’t get what he wanted? Let's write that in. Now can somebody put hem all together and give me a summary? If the summary sentence it too long, how can we edit it to make it more precise? Now it's your turn to try it by yourself.
 * __ 3.) (You Do): __** This time you will use last night's fictional reading to fill out your SWBS chart. Please take out your //Inferno// excerpts (ch. 22) and break up into small groups or 2 – 3.
 * Teacher: Pass out blank SWBS charts one to each group. Explain that if they don't have a chart in the future, they can make one by folding a piece of paper into 4 and writing each of the four words (Somebody-Wanted-But-So) in each box.
 * Students will practice using the strategy on their own without teacher assistance.
 * Working in small groups, ask the students to fill in the chart and then write a short summary of no more than 3 sentences on the back of the paper using the information from the chart.
 * Each group shares the statement they have created with the class. There may be multiple answers. Teacher shares her example.
 * Teacher and class discuss these statements.
 * SWBS chart leads to class discussion about CH. 22 of Inferno. - Discuss the text.
 * Teacher shows the students the graph in the chapter and asks them if it looks familiar and if anyone knows how to read the graph (they should know this from **__math class__**).
 * Discuss the Do Now activity question: “What are two opposing views on human population control?” Discuss Dr. Sinsky's role and view on helping humanity and discuss the lanky shadow man's view on controlling population.

**__ Conclusion: __**__ (**5 minutes)** __ Exit slip – write your answer in your journal and hand journal in to me: Do you think it is right for governments to require families to limit the number of children they have?

**__ Assessments: __** SWBS charts with summaries on back will be collected and grades.(SLO # 1 )
 * __ (Formative) __** :I will walk around the room during the group activity to check to see that the students are finding the character, goal, conflict, & resolution, filling out their charts properly and formulating their summary sentences. (SLO # 1)
 * __ Summative) __** : Students will write a 1 – 3 sentence answer to Do Now activity in their journals to be collected and graded for assessment. (SLO # 2)

**__ Homework: __** Find and print a persuasive visual (picture, ad, photos, cartoon) that has to do with one of these issues: excess, the environment or environmental issues, over population, shortages (food, water, etc.), hunger, pollution, human population control. Find one that we have not seen or discussed yet.

**__ Day 3 : Overpopulation/Human Population Control- __** **__ Rhetorical analysis of and visuals __** **__ Goals __**** : **

Students will be able to understand and identify the elements of rhetorical persuasion in visuals.

**__Student Learning Objectives:__** 1.) Students will be able to determine an author's point of view or purpose in a visual text and analyze how an author uses rhetoric to advance that point of view or purpose.

2.) Students will be able identify elements of the rhetorical triangle in multiple visuals.

**__ CCSS Standards: __**

CCSS.ELA-Literacy.RL.9-10.6 - Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCSS.ELA-Literacy.RI.9-10.8. – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning. [|CCSS.ELA-Literacy.RL.9-10.7]

Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "MusÃ©e des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

**__Materials/Resources:__**
 * Computer/ Smartboard
 * Rhetoric Power point: Slide1&2-:What is Rhetoric? - definition, slide 3:rhetorical triangle, slide 4: Why is rhetoric used? (argument & persuasion), slide 5:Purposes of Rhetoric, slide 6:Methods/techniques, slide 7:3 Appeals-Ethos, Logos, Pathos, slide 8: visual-Marlboro ad, slide 9: Visual-Home of The Brave , slide 10:Visual-Strong Is The New Skinny, slide 11: Diet Coke Ad, slide 12:Visual-Adbusters, Canada, slide 13:Visual-Welcome to Marlboro Country, slide 14: Visual- Marlboro Ad-I miss my lung Bob, Slide 15: Text-Passage from MLK Jrs.” I had a Dream speech.
 * Side by side paintings of hell from Inferno: []
 * 21 copies of Powerpoint with spaces for note taking.
 * Soaps organizers

**__ Initiation: (5 minutes) __** Explain that they just used elements of persuasion that we will discuss today in class. Many of these elements you already use, but you may not be aware that you use them or what they are called. For instance, when you argued about borrowing the car, you were logical and told your parents that you were never late before and you never got in an accident. Some of you appealed to their emotions and told them that all of your friends were going out and you would be the only one home alone. And others tried to use credibility by saying that your friend's parents say you are a good driver and that your parent know that you are responsible because you get good grades in school and you have a job babysitting. We are going to learn about these devices called rhetorical elements of persuasion that people use when they want to persuade somebody to do something.
 * __ Anticipatory set __**** – ** You want to borrow the car from your parents so you can go out, so you ask them for the car keys. They are reluctant to give them to you because you came home late last time you used the car. Explain how you will persuade them to loan you the car. What would you say? - Have student answer in a class discussion.

**__ Activity/strategy: (30 minutes) __**
 * Teacher: Show grade 10 rhetoric power point. Explain slides aloud one by one as you present instruct students to take notes next to slides. Use power point to explain subject, audience, purpose, effect, ethos, logos, pathos. Model with visual.
 * Model with visual text: Talk about how to find rhetorical elements in photos, picture, art, posters, advertisements, etc.
 * **__ I do: __** Choose 1st visual (Marlboro ad: 2nd hand smoke kills) from Power point & model rhetorical triangle & 3 appeals (pathos, logos, ethos).
 * **__ We do: __** Look at 2nd visual in power point and ask the class to tell you what they think is the occasion, subject, audience, purpose, & effect. Does it appeal to emotion, credibility, or logic? Discuss.
 * **__ You do: __** Hand out “Soaps” organizers. Then in small groups of 3, have the students apply what they just learned to the remaining pictures in the power point (show on Smartboard one by one) by using the Soaps organizers. Each group will analyze each visual.
 * Class reconvenes and shares out their findings with teacher. Discuss issues represented in visuals.
 * Now break into groups again. Post side by side paintings of hell on Smartboard. Explain to the class that these are two different artists representation of the painting that was mentioned in chapt. 22 of //Inferno//. Have students analyze the two paintings by comparing and contrasting them to each other. Use the rhetorical elements to aid in your analysis. Discuss what is emphasized and absent in each painting.
 * Reconvene and share out to teacher and class.

**__Assessment:__**
 * __ Formative- __** Teachers listens to class responses as class shares out their findings. **__Summative__** - Collect Soaps organizers to grade.

**__ Homework: __** Have students use the visuals they found last night for homework and using the rhetorical triangle, they should find the elements of subject, audience, purpose, and effect. Does the visual use ethos, logos, or pathos? Tell students they will be responsible for knowing the terms that we covered today for an up coming quiz. We will review the terms and rhetorical analysis process again tomorrow.

**__ Day 4: Overpopulation/Human Population Control- __** **__ Rhetorical analysis of political cartoons __** **__Goals__:**

Students will be able to understand and identify the elements of rhetorical persuasion in political cartoons and view two sides to an argument.

**__Student Learning Objectives:__** 1.) Students will be able to determine an author's point of view or purpose in political cartoons and analyze how an author uses rhetorical elements to advance that point of view or purpose.

2.) Students will be able identify two sides of an argument by analyzing political cartoons.

**__ CCSS Standards: __**

CCSS.ELA-Literacy.RL.9-10.6 - Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. CCSS.ELA-Literacy.RI.9-10.8. – Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.

**__Materials/Resources:__**
 * Computer/ Smartboard
 * Rhetoric Power point: Slide1 & 2-:What is Rhetoric? - definition, slide 3:rhetorical triangle, slide 4: Why is rhetoric used? (argument & persuasion), slide 5:Purposes of Rhetoric, slide 6:Methods/techniques, slide 7:3 Appeals-Ethos, Logos, Pathos, slide 8: visual-Marlboro ad, slide 9: Visual-Home of The Brave , slide 10:Visual-Strong Is The New Skinny, slide 11: Diet Coke Ad, slide 12:Visual-Adbusters, Canada, slide 13:Visual-Welcome to Marlboro Country, slide 14: Visual- Marlboro Ad-I miss my lung Bob, Slide 15: Text-Passage from MLK Jrs.” I had a Dream speech.
 * 60 Soaps organizers
 * Political cartoons to put up on Smartboard: Seven Visuals:ChildrenLifeNotEasy,StorkBabies,ZeroPopGrowthForRich,GrowthChartTrain(IThinkICan),7Billion(TrickOrTreat),OverpopulationNumber 6789,PopulationSolutions
 * 2 Overpopulation articles that we used in class in previous lessons
 * 21 Copies of “China' One-Child Policy” article: []

**__ Initiation: (5 minutes) __** DO Now: Write response in journals: How does understanding the rhetorical elements help you to understand the nature of argument? Students share out answers with teacher and class. **__ Activity/strategy:(35 minutes) __**
 * 1) 1. Review Last night's homework. Ask students to volunteer their findings. Take turns displaying some of their visuals up on the overhead (one at a time) and discuss with class the rhetorical elements they found in each. Ask class if they agree or disagree and if they see anything else.
 * 2) 2. Display one of the political cartoons on the Smartboard. Now that the students are familiar with how to find the rhetorical elements, lead the discussion towards the topic of overpopulation and human population control. **__(I do)__** The political cartoons may be a little bit more difficult for the students to find the rhetorical elements, so model the first one. Tell them this is similar to the advertisements they used yesterday.
 * 3) 2. (**__We do)__**-Choose a second political cartoon and display it on the Smartboard. Have the students raise heir hands to suggest what the subject is, who is the audience, what is the purpose of the cartoon and what effect does it have on people? Is there a special occasion that this cartoon would this be used for? Does this cartoon appeal to pathos? Logos? Ethos?
 * 4) 3. **__ (You do)- __** Now have the students break up into small groups of three students. And analyze the rest of the political cartoons in their groups (Jigsaw: assign one to each group, then share with class). Use your organizers to list the rhetorical elements that you find in each cartoon. Be prepared to discuss when we reconvene.
 * 5) 4. Reconvene class and discuss each group's findings by displaying each remaining political cartoon one at a time and allowing enough time for each group to take notes and discuss how each cartoon relates to overpopulation and/or human population control.
 * 6) 5. **__ Cross content aspect of lesson: __** Be sure to point out the graph with the train and ask the students if the graph looks familiar. They should recall seeing it in a previous lesson when we discussed chapter 22 of Dan Brown's //Inferno//. They will have also learned to read this graph in math class and will discuss it in science class as well. Display a photo of the original Human World Population Growth graph side by side with the political cartoon version of the graph. Contrast and compare
 * 7) 6. **__ (I do) __** :Now I will model this technique on a text that you are all familiar with. Return to PowerPoint introduced yesterday - last slide of MLK Jr.'s //I Have a Dream// passage. Apply the same principals of identifying rhetorical elements to the passage of written text. Model with written text: Talk about the MLK Jr. passage and demonstrate how to find rhetorical elements.
 * 8) 7. (We do): Hand out the “China's One-Child Policy” articles. Read aloud with the class. Have the students raise their hands to identify the rhetorical elements in the written text. Discuss the article with the class. Compare & contrast it to the other 2 articles they read for their reading strategy lessons.

** __Assessment:__ **
 * __ Formative- __** Teachers listens to class responses as class shares out their findings.
 * __ Summative - __** Collect Soaps organizers & “Do Now” in journals to grade.

** __Homework:__ ** (**__You do):__**Have the students try this with either one of their non-fiction Over population articles that we worked on in class. Each student should choose one of the articles that they already read. Re-read the article and find the rhetorical elements and list them in your Soaps Organizers. Identify rhetorical situation & three appeals. There will be a quiz on rhetorical elements and terms tomorrow. Students should use their Powerpoint handouts to study terms. **__ Day 5: Overpopulation/Human Population Control- __** **__ Satire-The Colbert Report-Swift Payment/Ted Turner – One-Child Policy __** **__ Goals: __** Students will understand that authors use satire to ridicule people’s vices, follies, abuses, and shortcomings, ideally with the intent of shaming individuals, corporations, government or society itself, into improvement.

** __Student Learning Objectives:__ **
 * 1) Students will be able to distinguish author's point of view in a Do Now visual, a Ted Turner article, and a Colbert Report video clip.


 * 1) Students will be able to determine that humor is used in the Colbert video clip to create irony.

**__ CCSS Standards: __** [|CCSS.ELA-Literacy.RL.11-12.6] - Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). **__ Materials/Resources: __** []
 * Computer/Smartboard
 * Satire-Biting Humor PowerPoint Presentation:
 * 21 copies of Power Point with spaces for note taking
 * 21 Ted Turner articles: “Ted Turner Urges Global One-child Policy to Save Planet:”
 * []
 * The Colbert Report Video-The Word- Swift Payment: []
 * Quiz- Put quiz up on Smartboard - Students will draw a picture of the rhetorical triangle and label all parts. List the three rhetorical appeals and briefly state what each means. What does the acronym “SOAPS” stands for from your Soaps organizer?

**__ Initiation: (4 minutes) __** Discuss picture with students and field responses to questions.
 * __ Do Now: __** Post Picture of Satirical cartoon on Smartboard and ask the students to respond to the visual with the question to prompt them: What do you see in the picture? What might the subject be? Who might the audience be? What are the purpose and effect? Picture of baby dressed as a sandwich with baby in between: []

Teacher tells students: One way that modern writing makes an argument is through the use of humor. Yesterday we analyzed some political cartoons and many of them used humor to get the message across to the audience, much like the humorous cartoon you just saw in your Do Now activity. Today I will introduce you to another kind of humor called Satire.

** __Activity/strategy: (35 minutes)__ **
 * Quickly reviewed last night's homework to see if the students understand/grasp concepts about rhetorical analysis.
 * Give quiz on rhetorical elements (15-20 minutes)
 * After quiz, give students powerpoint handouts. Show students satire powerpoint: Satire-Biting Humor:
 * []
 * Pass out Ted Turner articles. Read aloud while class follows along. Explain to them that this article relates to our topic of population control and overpopulation,as does the Do Now activity they did earlier.
 * Then get ready to show the class the video, which will also relate to both the articles and the Do Now.
 * Explain to the class that they will be watching a satire in the form of a video clip that has to do with the article we just read.
 * Show the Colbert Report-The Word: Swift Payment.
 * Discuss with the class what they saw in the video. Ask them how the video relates to the Powerpoint they saw earlier. Have them raise their hands and field a few answers. Call cold to make sure you get a good representation of what the class knows.

** __Assessment:__ **
 * __ (Formative)- __** Review the homework to check if the students understand/grasp concepts on rhetorical elements & appeals. Conduct a class discussion with cold calling after the video.
 * __ (Summative): __** Rhetorical analysis quiz. Do Now satire activity with baby sandwich costume picture.

** __Homework:__ ** **__ Day 6: Overpopulation/Human Population Control- __** **__ A Modest Proposal - Vocabulary __**
 * __ Answer this questions & make a list: __** What is meant by the author's tone? Make a list of at least five different types of tones an author may use. Look them up online or in a textbook if you need help.

**__ Goals: __** Students will understand unfamiliar words in order to prepare for deeper analysis of a text tomorrow.

** __Student Learning Objectives:__ ** 1.) Students will be able to determine the meaning of words and phrases as they are use in the text //A Modern Proposal// with the help of a word map.  **__ CCSS Standards: __**

[|CCSS.ELA-Literacy.RL.9-10.4]

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [|CCSS.ELA-LITERACY.L.9-10.4] Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on //grades 9-10 reading and content//, choosing flexibly from a range of strategies. [|CCSS.ELA-LITERACY.L.9-10.4.A] Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word's position or function in a sentence) as a clue to the meaning of a word or phrase. [|CCSS.ELA-LITERACY.L.9-10.4.D] Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). **__ Materials/Resources: __** []
 * Vocabulary list for A Modest Proposal
 * Dictionaries
 * Journals
 * Vocabulary Word maps:

**__ Activity/strategy:(35 minutes) __**
 * Review homework from last night. Tell class to hang on to this because they will be using it for an activity tomorrow.
 * Hand out copies of The Modest Proposal Vocabulary words.
 * Jig saw with small groups:
 * Break the students into small groups of 2-3 and split the list of vocabulary words between groups.
 * Ask each group to define their words by looking them up on their mobile devices or in a dictionary.
 * Then ask the students to fill out a word map for each of their words.
 * Put all of the group members’ names on each one of the word maps you fill out.
 * They should also write the words and the definitions in their journals.
 * Reconvene and share out with the class. Discuss each word map thoroughly.
 * Post the word maps on a word wall as each one is shared with class.
 * Have the students write the definitions down of each of the words they did not look up in their journal.

**__ Homework: __** Study vocabulary words. Choose ten words and write an original sentence for each word.

** Assessment: **
 * (Formative): ** Teacher visits each group to converse about words and listens to sharing of word maps. (**Summative):** Word maps.

**__ Day 7: Overpopulation/Human Population Control- __** **__ Satire-The Modest Proposal __**

**__ Goals: __** “The students will [understand how] to identify the tone in which a text is written, distinguishing a serious or straightforward tone from one that is ironic or insincere. Students will learn to distinguish an author’s actual, underlying point from one that is ironic, sarcastic, or humorously meant” ("RPDP").

** __Student Learning Objectives:__ ** 1.) Students will be able to determine the tone that Jonathan Swift intended for A Modest Proposal. 2.) Students will be able to use either GIST or SWBS reading strategies to determine the main idea of A Modest proposal and write a precise summary in one sentence. **__ CCSS Standards: __** [|CCSS.ELA-Literacy.RL.11-12.6] - Analyze a case in which grasping a point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement).

CCSS.ELA-Literacy.RL.9-10.2 - Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. [|CCSS.ELA-Literacy.RL.9-10.4]

Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). **__ Materials/Resources: __** **__ Initiation: (3 minutes) __** __ Do Now __ in journals: Take out homework. From your list of types of “tones” an author uses that you researched for homework, describe the tone of the Colbert report video you saw yesterday? What was the tone for the Ted Turner article? Why do you think the author used this tone for his message? How did the author want the audience to react to his message?
 * Computer/ Smartboard
 * 21 copies of Jonathan Swift's A Modest Proposal
 * Journals

** __Activity/strategy:(39 minutes)__ **
 * Check homework from last night. Ask students to have their vocabulary definitions out to assist them when they read.
 * Hand out copies of //A Modest Proposal//. Ask students to have their vocabulary list handy to refer to for when they encounter words in the text that they are unsure of.
 * Read aloud to the class while they follow along.
 * Pause to check for comprehension and review/discuss the content.
 * Have the students break up into their groups again.
 * Ask each group to choose one of the reading strategies that they learned a few days ago: either GIST or SWBS.
 * Have them take out their organizers to use as a guide to remind them what each reading strategy is and how to use them. Now ask them to make their own organizer on a blank piece of paper.
 * Close read: Now apply the reading strategy to //A Modest Proposal.//
 * Either list the 5 W's and 1 H of //GIST// or list the //“//Somebody” and what he “wanted,” “but” something stopped that from happening (what was it...what was the conflict?), and “so” what he do then (resolution)?
 * Each group will write a precise summary of the text in their journals.
 * Example summary: “ Swift proposes that children of the poor could be sold into a meat market for land-owners to eat, thus combating overpopulation and unemployment, providing families with a little extra income, improving the culinary experience of the wealthy, and contributing to the overall economic well-being of the nation.”
 * The students will reconvene and share out with teacher and class their organizers and summaries.
 * Review for vocabulary for quiz tomorrow.

** __Assessment:__ **
 * __ (Formative) __**** : ** Teacher conferences with groups to check for comprehension with each activity**__. (Summative):__** Reading strategy organizer, and journals with summaries to grade.

** __Homework:__ ** Study for a vocabulary quiz tomorrow on words from //A Modest Proposal//. **__ Day 8: Overpopulation/Human Population Control- __** **__ Introduction to Dystopian and Post-apocalyptic literature/Vocabulary quiz __**

**__ Goals: __** Students will understand that overpopulation may lead to a cataclysmic event such as the ones depicted in the dystopian and post-apocalyptic novels they will be reading.

** __Student Learning Objectives:__ **

1.) Students will be able to demonstrate correct usage of domain specific words in a short vocabulary assessment.

2.) Students will be able to choose a dystopian or post-apocalyptic novel to read in groups through analyzing examples from the Powerpoint presentation and an annotated book list, along with other internet sources.

**__ CCSS Standards: __** [|CCSS.ELA-LITERACY.L.9-10.6] - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression. [|CCSS.ELA-LITERACY.RL.9-10.7] - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "MusÃ©e des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

**__ Materials/Resources: __**


 * Dystopian Literature Powerpoint: []


 * Samples of dystopian and post-apocalyptic novel for students to choose from for book club: The Hunger Games, Divergent, The Giver, Brave New World, Fahrenheit 451, The Road, Feed, Mockingbird, Uglies, After, Inferno, or Cat’s Cradle


 * 21 Vocabulary quizzes for A Modest Proposal
 * Book club packets, include: Annotated book list, Book Club Overview, Book club expectations, Book club expectations, Book club Parents’ letter, SLANT, Discussion questions with rubric, and Book Club presentation with rubric.
 * Video book talks for books offered.

**__ Initiation: (5 minutes) __** Ask the students if they have any questions about the vocabulary quiz before it begins. Answer any questions then explain that after the quiz, you will be introduced to the genre of dystopian and port-apocalyptic literature and we will begin to discuss our new book club.

** __Activity/strategy: (37-38 minutes)__ **


 * Have the students clear off their desks and prepare to take //A Modest Proposal// vocabulary quiz.
 * Give quiz to students and tell them to begin. **(20 minutes)**
 * Collect quizzes when students finish.
 * Pass out book club packets.
 * Tell students we will review the packets and choose a book over the next few days.
 * Show the students the Dystopian Powerpoint to introduce the genre.
 * Discuss/explain each slide of Powerpoint with students. Connect the theme with overpopulation and human population growth. Ask students what they **learned in science and math class** about these topic. **(7 minutes)**
 * Have students take notes in their journals.
 * Now have students look at the first page of their packets: Book Club Overview.
 * Have students read along as teacher reads aloud.
 * Ask if there are any questions yet?
 * Then turn to next page: Annotated Book list
 * Read Annotated Book List aloud.
 * Pass around sample books for students to look at to aid in their book choice.
 * Ask students to look back at the book summaries we just read and think about what book they may want to read.
 * Tell students tomorrow they will choose three of the books that they find the most interesting and would like to read.
 * Teacher will review student choices and let the students know by tomorrow which of the three books book they will be reading. Groups will be arranged so there are 2- 4 people in each group. Teacher will make all efforts to place you in the reading group with the book of your first choice, but it may be necessary to place you in a group of your 2nd or 3rd book. Book groups will be announced the day after tomorrow.
 * If time permits, show some book talk video on the Smart board.

** __Assessment:__ **
 * __ (Formative __** ): Teacher will know if students feel ready to take the quiz by whether or not they have any questions when asked prior to the quiz. Teacher will observe students analyzing information to make a book choice.
 * __ (Summative __** ): Vocabulary test (SLO #1)

**__Homework:__** Look at your annotated book list and do more research so you will be ready to choose 3 books by tomorrow. If you know all three tonight, then write down your list of three. And bring it in to class with you tomorrow. If you want to choose a book in this genre that is not on the list, you must have at least one other person read it with you and I must approve it. We will continue reviewing the packet tomorrow.

**__ Day 9: Overpopulation/Human Population Control- __** **__ Dystopian and Post-apocalyptic Book Club (continued) __**

**__ Goals: __** Students will understand that overpopulation may lead to a cataclysmic event such as the ones depicted in the dystopian and post-apocalyptic novels they will be reading.

** __Student Learning Objectives:__ **
 * 1) 1. Students will be able to analyze information in book talk videos, power points, and in written text to make an educated choice on which book to read.

**__ CCSS Standards: __** [|CCSS.ELA-LITERACY.RL.9-10.7] - Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden's "MusÃ©e des Beaux Arts" and Breughel's Landscape with the Fall of Icarus).

**__ Materials/Resources: __** **__ Initiation: (5 minutes) __** Discuss the quote. Ask students to share their ideas about the quote.
 * Samples of dystopian and post-apocalyptic novels for students to peruse for book club: The Hunger Games, Divergent, The Giver, Brave New World, Fahrenheit 451, The Road, Feed, Mockingbird, Uglies, After, Inferno, or Cat’s Cradle
 * Extra Book Club packets
 * Book talk videos
 * 21 Index cards.
 * __ Do Now __** : Read this quote by Harper Lee and respond to it (tell what you think it means) in your journal in about 3- 5 sentences: “The book to read is not the one that thinks for you, but the one which makes you think.”

** __Activity/strategy:__ **
 * Review for tomorrow’s satire & tone quiz. **(10-15 minutes)**
 * Continue reading book club packet aloud to students, having them follow along. **(20 minutes)**
 * Stop to answer any question to clarify book club expectations.
 * Show a few more book talk videos and compare them to written summaries and reviews in the annotated book list as well as in the book jackets/covers.
 * Answer any questions the students may have about the book choices.
 * Hand out index cards.
 * Have students put their name at the top of the index card and number 1 to 3.
 * Ask students to write the title and the author of the three books they chose, one book next to each number. One is their first choice and three is their 3rd choice.
 * Collect index cards and explain that they will get their book assignment tomorrow after the quiz.
 * Read/explain book club letter assignment, discussion question assignment, and rubrics, and daily book log.
 * Review SLANT technique.

**__Assessment:__** **__ (Formative): __** Observe student’s comparing reviews from video and written sources. **__(Summative__**): Index card

** __Homework:__ ** Have students bring home parent letter, and get their parent to sign it. Bring parent letter back to school tomorrow once it’s been read and signed.

**__ Day 10: Dystopian Book Club- __** **__ Quiz on Satire & tone. __**   **__ Goals: __** Students will understand that complex characters can help to develop the theme of a text.

** __Student Learning Objectives:__ ** 1.) Students will be able to demonstrate correct usage of domain specific words in a short satire and tone assessment.

2.) Students will be able to analyze the events and characters in their novels through the use of a GIST or SWBS reading strategy in small groups.  **__ CCSS Standards: __**   [|CCSS.ELA-LITERACY.L.9-10.6] - Acquire and use accurately general academic and domain-specific words and phrases, sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when considering a word or phrase important to comprehension or expression.

[|CCSS.ELA-LITERACY.RL.9-10.3] - Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme. **__ Materials/Resources: __**
 * Journals


 * 21 Satire & tone quizzes


 * Book club group assignments

**__ Initiation: (3 minutes) __** Ask the students if they have any questions about the satire and tone quiz before it begins. Answer any questions then explain that after the quiz, you will be assigning the students to their dystopian and port-apocalyptic literature Book Club groups. Then they will read quietly in their group and fill out an organizer.
 * GIST and SWBS organizers

** __Activity/strategy:__ **
 * Give students short quiz on satire and tone (10 minutes)
 * Collect quizzes and hand out book club group assignments.
 * Hand out books to students.
 * Have books write the book number in the class sign out list for books.
 * Ask students to find their group and go and sit with them.
 * Ask students to read their books quietly in their groups. (25 minutes)
 * Students should begin to fill out their organizers for the remaining time and discuss with group as they fill out organizer.

** __Assessment:__ ** **__ (Formative __** ): Observe students filling out organizers and discussing book. **__ (Summative __** ): Satire and tone quiz, SWBS or GIST organizer if complete.

** __Homework:__ ** Read for 30 minutes. Fill in log, finish organizer.

__ Annotated Work Cited __ Anderson, Jasmine. "Word Maps." //Jasmine Andersons EDUC310 Strategy Website//. WordPress.com, n.d. Web. 23 Mar. 2014. I found a template for the Vocabulary word maps that I used in my vocabulary lesson for //A Modest Proposal// here. Brown, Dan. //Inferno//. London: Bantam, 2013. Print. I used chapter 22 from Dan Brown's novel //Inferno// as my literary text to tie in science, and math with my English content in my cross content unit. This chapter was used in my reading strategy lesson plan. Additionally, the informational text that I and my cross content partners used was a Human World Population Growth graph that can also be found in chapter 22 of //Inferno//.

"Homepage - ReadWriteThink." //Readwritethink.org//. International Reading Association,NCTE,Verison Thinkfinity, n.d. Web. 24 Mar. 2014. Some ideas for lessons and activities for my unit were adapted from the ReadWriteThink website.

McCarthy, Shawn. "Ted Turner Urges Global One-child Policy to Save Planet." //The Globe and Mail//. The Globe and Mail Inc., 05 Dec. 2010. Web. 20 Mar. 2014. This article “Ted Turner Urges Global One-child Policy to Save Planet” was used in my satire lesson with The Colbert Report video clip. "Preparing America's Students for Success." //English Language Arts Standards, Reading: Literature//. Common Core State Standards Initiative 2014, n.d. Web. 20 Mar. 2014. All of the Common Core State Standards used in this unit were found here.

Rosenberg, Matt. "China's One Child Policy." //About.com Geography//. About, 12 Aug. 2012. Web. 23 Mar. 2014. “China's One-child Policy article” used in my lesson was found here.

//RPDP Common Core State Standards//. Southern Nevada Regional Professional Development Program, n.d. Web. 23 Mar. 2014. Some ideas and quotes for the satirical lesson plans were found at this site in a pdf.

"Satire - PowerPoint PPT Presentation." //PowerShow.com//. Crystal Graphics,Inc., n.d. Web. 21 Mar. 2014. This satire PowerPoint presentation was use in my satire lesson to introduce satire to the class.

Swift, Jonathan. "A Modest Proposal." //Jonathan Swift - A Modest Proposal//. Origo:The Art Bin, n.d. Web. 15 Mar. 2014. I used A Modest Proposal in my satire lessons.

"The Word - Swift Payment." //- The Colbert Report- Colbert Nation//. Comedy Partners, n.d. Web. 22 Mar. 2014. This video clip was used in my satire lesson with the article “Ted Turner Urges Global One-child Policy to Save Planet.”

Weiss, Kenneth R. "Overpopulation Is Everyone's Problem." //Los Angeles Times//. Los Angeles Times, 10 Aug. 2012. Web. 23 Mar. 2014. “Overpopulation Everybody's Problem” article used in my lesson was found here.

About 11 Dystopian and Post-Apocalyptic novels were used for a book club in my unit. Those novels have been cited and annotated in my annotated book list.

Many political cartoons and advertisement visual were mentioned and/or used in my unit plan, but could not all be cited.