High School English and Language Arts UDL Instructional Unit - Lesson 2

From NCSC Wiki
Jump to: navigation, search

BACK TO HS ELA UDL Instructional Unit

Contents

Objectives:

  • Students will write two editorials about a controversial topic—one editorial for each side of the same topic.
  • Students will use rhetoric to convey the purpose and point of view of each of their editorials.
  • Students will analyze opposing points of view to strengthen the rhetoric of their editorials.



Essential Questions:

  • How can considering both sides of an issue help a writer strengthen his/her use of rhetoric when writing to persuade?



Vocabulary:

Con – argument against something


Controversial – cause for dispute or debate


Editorial – an article that presents the opinion of the editor, editor, and/or the publisher


Persuade – to cause someone to do or believe something through reasoning or argument


Pro – an argument in favor of something


Rhetoric – the effective use of language



Materials:

  • YouTube clip of "Ode to Billy Joe" by Bobbie Gentry
  • "Ode to Billy Joe" lyrics sheet
  • Computers/Internet
  • Pro/Con Graphic Organizer
  • Editorials Rubric
  • Index Cards



Introduction:

a. Activate Prior Knowledge

  1. Provide students with copies of the lyrics to "Ode to Billy Joe," as used in the Closure for Lesson 1.
  2. Have the students re-watch/re-listen to the song (http://www.youtube.com/watch?v=CZt5Q-u4crc).
  3. Ask the students, "What was the author's primary purpose for writing this song, and how do you know?" (The author's purpose was to entertain because it is a song.)
  4. Ask the following guiding questions, and have the students discuss as a class:
    1. Why might someone think the purpose of the song was to inform? (It is about an event, and it answers who, what, when, and where.)
    2. Why might someone think the purpose of the song was to persuade? (Opinions about Billy Joe are expressed.)
  5. What rhetoric does the author use to make the song particularly entertaining?

    6. Why did the author end most every stanza of the song by repeating that Billy Joe jumped off the bridge?

  6. Explain that while there have been many theories about what was thrown off the bridge in the fourth stanza, the author/singer/songwriter Bobbie Gentry said it wasn't anything specific and that it was insignificant to the story. Rather, Gentry said the point of the song was that something tragic had happened, but, oddly enough, the family was sitting around the table talking about it rather casually, as shown in the line, "Billy Joe never had a lick of sense. Pass the biscuits, please." Ask the students, "Given this additional information about the song, what might Bobbie Gentry have been trying to say about our society and how people deal with tragic events? Could she have been trying to persuade the audience to change its perspective on such tragedies? If so, what language in the song suggests that? What message might she have been trying to convey through the song?"
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide lyrics with accommodations used in Lesson 1, Closure, b., 1 (if complete set of lyrics was not used, e.g., less than 5 stanzas, provide complete set of lyrics with accommodations)
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • No accommodations
  3. Additional Considerations for Emerging Reader/Emerging Communicator
    • allow student to use preferred mode of communication to answer
    • provide options to choose from
    • provide 2 options instead of 3
    • provide only correct option (errorless learning)
  4. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide charts with accommodations developed in Lesson 1, Introduction, b., 2-4
    • allow student to use preferred mode of communication to answer
  5. Additional Considerations for Emerging Reader/Emerging Communicator
    1. provide options for the student to choose from using accommodations that the student has used previously in Lesson 1 (vary the number of options according to student skill; include plausible distractors if the student can make discriminatory decisions or no distractors if he/she is using errorless learning at this point)
    2. allow student to use preferred mode of communication to answer

      3. Why does the author explain how each member of the family reacted to the news of Billy Joe jumping off the bridge?

      Additional Considerations for Emerging Reader/Emerging Communicator

    3. provide options for the student to choose from using accommodations that the student has used previously in Lesson 1 (vary the number of options according to student skill; include plausible distractors if the student can make discriminatory decisions or no distractors if he/she is using errorless learning at this point)
    4. allow student to use preferred mode of communication to answer

      5. What do you think the narrator/singer and Billy Joe threw off the bridge in the fourth stanza?

      Additional Considerations for Emerging Reader/Emerging Communicator

    5. provide options for the student to choose from using accommodations that the student has used previously in Lesson 1 (vary the number of options according to student skill)
    6. allow student to use preferred mode of communication to answer
  6. Additional Considerations for Emerging Reader/Emerging Communicator
    1. Provide options for the student to choose from using accommodations that the student has used previously in Lesson 1 (vary the number of options according to student skill; include distractors if the student can make discriminatory decisions or no distractors if he/she is using errorless learning at this point) allow student to use preferred mode of communication to answer
    2. allow student to use preferred mode of communication to answer


b. Establish Goals/Objectives for the Lesson

  1. Explain to the students that in today's lesson, they will be cast in the role of newspaper editors. They will be asked to use what they learned from yesterday's lesson to write an editorial.
  2. Remind students that they will need to carefully plan their use of rhetoric to convey their thoughts.
  3. Tell students they will be asked to consider both sides of a controversial topic then write two editorials—one supporting each side of the issue.
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide explanation/description/definition/examples of "editor"; use accommodations that the student has used previously in this unit (symbols, textures, objects, etc.)
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • remind student of explanation/description/definition/examples of "rhetoric" used in Lesson 1
  3. Additional Considerations for Emerging Reader/Emerging Communicator
    • remind student of explanation/description/definition/examples of "editorial" (remind student of editorials used in Lesson 1; use accommodations that the student has used previously in this unit (symbols, textures, objects, etc.)

Lesson Body

  1. Divide students into pairs or small groups (could be the same pairings as used in Lesson 1). Have each pair/group select a controversial topic to research then write about. (If teams have difficulty selecting a topic, suggest one for them \[e.g., socialized healthcare, alternative energy sources, etc.\].)
  2. Have each pair/group search the Internet for information on their selected topic. Encourage the students to look for articles written from varying viewpoints and to use what they learned yesterday regarding an author's purpose and use of rhetoric to evaluate the effectiveness thereof. Serve as a coach, consulting with each pair/group as it conducts its research and considers the points on each side of the issue.
  3. After the research has been conducted, have each pair/group complete the "Pro/Con Graphic Organizer." (Each student will need to complete the graphic organizer, but he/she should do so with the help of his/her partner\[s\].)
  4. Have the pairs/groups share their findings with the class as a whole by presenting the information written on their graphic organizers.
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide options for the student to choose from (partner can provide these)
      • supplement the choices with the same accommodations used in previous lessons in this unit (e.g., symbols, textures, concrete objects)
    • allow student to use preferred mode of communication
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide access to computer using AT if necessary
      • provide model for student to copy into web browser
      • provide directions on how to access internet sites/webpages
    • supplement directions with symbols, screen shots, etc.
    • have student
      • read words they know
      • read vocabulary words they are learning related to content (vs high frequency)
      • listen to partner read information
      • use a text reader
    • provide note-taking guide where student can copy and paste information research information from each website
      • provide directions on how to copy and paste
    • supplement directions with symbols, etc.
    • print out information from website(s)
      • provide directions on how to print information
    • supplement directions with symbols, screen shots, etc.
      • have student highlight or annotate (use the same strategy that the student effectively used or was learning to use in Lesson 1)
    • have student
      • read words they know
      • read words they are learning related to content (vs high frequency)
      • listen to partner read information
      • use a text reader
  3. Additional Considerations for Emerging Reader
    • provide graphic organizer supplemented with symbols, textures, colors, objects, etc.; use the same format the student used in or was learning to use in Lesson 1
    • have student write or copy group member names and topic
    • provide worksheet digitally so the student can use the keyboard to complete
    • have the student stamp his/her name
    • have student complete graphic organizer
      • annotate details from research as "pro" or "con" (use annotation system student has used previously)
      • copy details into correct columns on worksheet or copy and paste digitally
      • Cut details from printed copy and paste on worksheet

    Additional Considerations for Emerging Communicator

    • provide graphic organizer supplemented with symbols, textures, colors, objects, etc. or in alternate 3-dimensional format (boxes or other containers for columns); use the same format the student used in or was learning to use in Lesson 1
    • have student write or copy group member names and topic
    • provide worksheet digitally so the student can use the keyboard to complete
    • have the student stamp his/her name
    • have student complete graphic organizer
      • annotate details from research as "pro" or "con" (use annotation system student has used previously)
      • Copy details into correct columns on worksheet or copy and paste digitally
      • cut details from printed copy and paste on worksheet
      • move pre-cut details (supplemented with symbols, textures, color, etc.) on laminated card stock onto graphic organizer use hook-and-loop tape
      • reduce number of research details
  4. Additional Considerations for Emerging Reader/Emerging Communicator
    • pre-plan information the student will share
    • allow student to use preferred mode of communication to present

Practice

  1. Provide students with copies of the "Editorials Rubric," and go over the rubric so that students understand the expectations for their writings. Remind students to choose their words carefully in order to effectively communicate each side of the issue.
  2. Have each student use his/her graphic organizer to write two editorials: one "pro" editorial and one "con" editorial.
  3. When finished, have the students turn in both of their editorials. (For time's sake, this can be completed as a homework assignment. These editorials may also be saved for later use in terms of crafting, revising, and refining writing.)
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide the rubric with the same accommodations used in Lesson 1 (e.g., symbols, summarization/simplified language, textures, colors, objects)
  2. Additional Considerations for Emerging Reader
    • provide the student notes and "Pro/Con Graphic Organizer" completed in this lesson, Lesson Body, 2) & 3)
      • provide only "pro" notes/organizer for pro-editorial
      • provide only "con" notes/organizer for con-editorial
    • allow student to dictate or write sentences using details from notes and graphic organizer (use preferred mode of communication including AAC/AT)
    • have student order details in the way he/she prefers to present them
    • Provide sentence starters and have student fill in using details from notes and organizers, including topic sentence and concluding sentence (e.g., adult provides "There should be more drug treatment centers in our town because…"; student provides "…they help people")

    Additional Considerations for Emerging Communicator

    • provide the student notes and "Pro/Con Graphic Organizer" completed in this lesson, Lesson Body, 2) & 3)
      • provide only "pro" notes/organizer for pro-editorial
      • provide only "con" notes/organizer for con-editorial
    • allow student to dictate or write sentences using details from notes and graphic organizer (use preferred mode of communication including AAC/AT)
    • Have student order details in the way he/she prefers to present them
    • provide sentence starters and have student fill in using details from notes and organizers, including topic sentence and concluding sentence (e.g., adult provides "There should be more drug treatment centers in our town because…"; student provides "…they help people")
    • provide sentence starters and sentence endings on cards with or without hook-and-loop tape; have student match beginning and endings and put in order
      • cards can be color or texture coded (this will only require the student to match so does not clearly show his/her understanding of the skill/activity but this may be a necessary instructional accommodation)
  3. Additional Considerations for Emerging Reader/Emerging Communicator
    • No accommodations



Closure

a. Revisit/Review Lesson Objectives

Ask students to reflect on then share with the class regarding how researching both sides of their chosen topic and completing the graphic organizer helped them write (or at least plan) their editorials.
Additional Considerations for Emerging Reader/Emerging Communicator
  • allow student to present using his/her preferred mode of communication
  • allow student to demonstrate how he/she used the graphic organizer
    • provide cues for the student to follow (verbal/gestural/physical, numbered steps, etc.)
    • provide pre-prepared ppt which the student can present, using AT if necessary

b. Exit Assessment

  1. Give each student an index card.
  2. Write/post the following instructions on the board:
  3. On the front of the card, write/summarize the topic you researched in this lesson then state your personal point of view on this topic and give one reason for your stance.

    4. Since this is for assessment, at least one plausible distractor must be given if the student is selecting from multiple choice options and the student must select his/her answer independently.

  4. Have the students turn in their index cards.
  1. Additional Considerations for Emerging Reader/Emerging Communicator
    • No accommodations
  2. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide personal copy of instructions supplemented with the accommodations has used successfully in Lesson 1 and this lesson
    • do not require that the student read the instructions independently; even though this is assessment, the student is not being assessed on his/her ability to follow written directions A) Write your name on the back of the index card.
    • have student write his/her name using same accommodation as in this lesson, Lesson Body, 3)
  3. Additional Considerations for Emerging Reader/Emerging Communicator
    • provide research notes, graphic organizer, and his/her pro- and con- editorials
    • allow student to choose, using preferred mode of communication which editorial he/she personally agrees with
    • using that editorial, ask student to choose either the topic or concluding sentence as his/her personal point of view; the student must choose between the topic or concluding statement and plausible distractor (which could be one of the supporting sentences)
    • Using that editorial, ask student to choose one of the supporting sentences as the reason for his/her personal stance; the student must choose between the supporting sentence and plausible distractor (which could be either the topic or concluding statement)
  4. Additional Considerations for Emerging Reader/Emerging Communicator
    • no accommodation



Resources

Song "Ode to Billy Joe" by Bobbie Gentry

(http://www.youtube.com/watch?v=CZt5Q-u4crc).

Return to Lesson 1 Proceed to Lesson 3

Retrieved from "https://wiki.ncscpartners.org/index.php?title=High_School_English_and_Language_Arts_UDL_Instructional_Unit_-_Lesson_2&oldid=5448"
Personal tools
Namespaces

Variants
Actions
Navigation
Toolbox