Unit 2: Analysis-EBC Unit on Nobel Prize Speeches

The unite is based on https://www.engageny.org/resource/grade-10-ela-making-evidence-based-claims-unit-martin-luther-king-barack-obama

Unit Overview

The unit activities are organized into five parts, each associated with sequential portions of text. The parts build on each other and can each span a range of instructional time depending on scheduling and student ability. The unit intentionally separates the development of critical reading skills from their full expression in writing. A sequence of tools isolates and supports the progressive development of the critical reading skills. Parts 1-2 focus on making evidence-based claims as readers. Part 3 focuses on preparing to express evidence-based claims by organizing evidence and thinking. Parts 4 and 5 focus on expressing evidence-based claims in writing. This organization is designed to strengthen the precision of instruction and assessment, as well as to give teachers =exibility in their use of the unit. The rst activities of Parts 2-5 – which involve independently reading sections of the text – are designed as independent reading assignments. If scheduling and student ability do not support independent reading outside of class, these activities can be done in class at the beginning of each Part. Accordingly, they are listed both as an independent reading activity at the end of each part and as an activity beginning the sequence of the next part. Alternate congurations of Part 5 are given in the detailed unit plan to provide multiple ways of structuring a summative assessment.

CCS

RI.1 and W.9b (cite evidence to support analysis of explicit and inferential textual meaning).
The evidence-based analysis of the text, including the text-dependent questions and the focus of the claims, involve RI.2 and RI.3 (determine a central idea and analyze how it is conveyed and elaborated with details over the course of a text).
The numerous paired activities and structured class discussions develop SL.1 (engage actively in a range of collaborative discussions building on others’ ideas and expressing their own clearly).
The evidence-based writing pieces involve W.4 (produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose

PART 1: UNDERSTANDING EVIDENCE-BASED CLAIMS • Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions. • The teacher models a critical reading and thinking process for forming EBCs about texts.

PART 2: MAKING EVIDENCE-BASED CLAIMS • Students independently read part of the text and look for evidence to support a claim made by the teacher. • Students follow along as they listen to the text being read aloud and discuss a series of text-dependent questions. • In pairs, students look for evidence to support claims made by the teacher. • The class discusses evidence in support of claims found by student pairs. • In pairs, students make an EBC of their own and present it to the class.

PART 3: ORGANIZING EVIDENCE-BASED CLAIMS • Students independently read part of the text and make an EBC. • Students follow along as they listen to part of the text being read aloud. • The teacher models organizing evidence to develop and explain claims using student EBCs. • In pairs, students develop a claim with multiple points and organize supporting evidence. • The class discusses the EBCs developed by student pairs.

PART 4: WRITING EVIDENCE-BASED CLAIMS • Students independently review the text and develop an EBC. • The teacher introduces and models writing EBCs using a claim from Part 3. • In pairs, students write EBCs using one of their claims from Part 3. • The class discusses the written EBCs of volunteer student pairs. • The class discusses their new EBCs and students read aloud portions of the text. • Students independently write EBCs.

PART 5: DEVELOPING EVIDENCE-BASED WRITING • Students review the entire text and make a new EBC. • The teacher analyzes volunteer student evidence-based writing from Part 4 and discusses developing global EBCs. • Students discuss their new claims in pairs and then with the class. • Students independently write a nal evidence-based writing piece. • The class discusses nal evidence-based writing pieces of student volunteers.

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Lesson 1 ( up to page 11 of the unit)

OBJECTIVE: Students learn the importance and elements of making evidence-based claims through a close reading of part of the text.

ESTIMATED TIME: 2-3 days

MATERIALS:

Activities:

1- INTRODUCTION TO UNIT The teacher presents the purpose of the unit and explains the prociency of making EBCs.

2- INDEPENDENT READING Students independently read part of the text with a text-dependent question to guide them.

3- READ ALOUD AND CLASS DISCUSSION Students follow along as they listen to the text being read aloud, and the teacher leads a discussion guided by a series of text-dependent questions.

4- MODEL FORMING EBCs The teacher models a critical reading and thinking process for forming EBCs about texts.

TARGETED STANDARD(S): RI.9-10.1 RI.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.

Do Now

Introduce the 1st characteristic of an evidence-based claim: “States a conclusion you have come to… and that you want others to think about.” Pick a subject that is familiar to you, such as “school lunches” and brainstorm some claim statements you might make about the subject.

Share and sum up the discussions:

Introduce the fourth characteristic: “All parts of the claim are supported by specific evidence you can point to” and distinguish claims that can be supported by evidence from those that are unsupported opinions, using the students’ brainstorm list as a reference.

Mini Lesson

What’s a fact-based claim?

For example, the claim “It is cold outside” is supported by evidence like “The outside thermometer reads 13 degrees F” but is not supported with statements like “It feels that way to me”).
“Smoking has been shown to be hazardous to your health” and how this claim was once considered to be an opinion, until a weight of scientific evidence over time led us to accept this claim as fact.
Introduce the third characteristic/criterion: “Demonstrates knowledge of and sound thinking about a topic” and with it the idea that a claim becomes stronger as we expand our knowledge about a subject and and more and better evidence to support the claim.
Use an example of a text read recently in class or one students are likely to be familiar with. Textual claims can start as statements about what a text tells us directly (literal comprehension) such as “Tom Sawyer gets the other boys to paint the fence” and then move to simple conclusions we draw from thinking about the text, like: “Tom Sawyer is a clever boy” because (evidence) “He tricks the other boys into doing his work and painting the fence.” Then explain how text-based claims can also be more complex and require more evidence (e.g., “Mark Twain presents Tom Sawyer as a ‘good bad boy’ who tricks others and gets into trouble but also stands up for his friend Jim.”), sometimes – as in this example – requiring evidence from more than one text or sections of text.
Conclusion: We will be practicing the skill of making evidence-based claims that are based in the words, sentences, and ideas of a text by closely reading and analyzing the text (or texts) selected for this unit.

Independent Practice

Students will learn to make a text-based claim by moving from literal understanding of its details, to simple supported conclusions or inferences, to claims that arise from and are supported by close examination of textual evidence. This inductive process mirrors what effective readers do and is intended to help students develop a method for moving from comprehension to claim.

In addition, the guiding questions, model claims, and movement through the text over the course of the unit are sequenced to transition students from an initial, literal understanding of textual details to:

Claims about fairly concrete ideas presented in short sections of the text;
Claims about more abstract ideas implied across sections of the text;
More global claims about the entire text and its meaning.

Task: Students independently read part of the text with a text-dependent question to guide them.

Listen to paragraphs 1-5 of King’s speech aloud and respond to the following questions: We’ll leads a small group discussion guided by three text-dependent questions:

How does King describe the current state of the civil rights movement?
What is nonviolence according to King?
To what societal (moral and political) debate is King responding?

Watch a video of King’s Nobel Prize Acceptance Speech

Reflect: What did I learn about claim and making a claim?

Homework: Continue refining your responses to the three questions. Be sure to use textual evidence to support your response.

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Lesson 2

Objectives: Students will be able to-

form an EBC by using an EBC tool in a small group and individually.
develop the ability to make evidence-based claims through a close reading of the text.

CCS RI.2 and RI.3

The evidence-based analysis of the text, including the text-dependent questions and the focus of the claims, involve RI.2 and RI.3 (determine a central idea and analyze how it is conveyed and elaborated with details over the course of a text).

TARGETED STANDARD(S):
RI.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.

Do Now:

Activities:

A. INDEPENDENT READING AND FINDING SUPPORTING EVIDENCE
Students independently read part of the text and use the Making EBC Tool to look for evidence to support a claim.

Independent Practice

Students independently work on paragraphs 6-12 of Martin Luther King’s speech

A. Depending on student ability, students work to complete the tool based their individual abilities. All students must develop the habit of perseverance in reading. Read the section quietly and independently .

B. READ ALOUD AND CLASS DISCUSSION
Students follow along as they listen to the same part of the text being read aloud and discuss a series of text-dependent questions.

Students follow along as they listen to paragraphs 6-12 of King’s speech being read aloud and discuss four text-dependent questions:
1- What does King mean by the “’isness’ of humanity’s present nature?”
2- Where does King use a religious tone in his speech?
3- What is the “genuine civilization” King has the audacity to believe in?
4- How does King use rhetoric to evoke emotion in his speech?

C. FIND SUPPORTING EVIDENCE IN PAIRS
In pairs, students use the Making EBC Tool to look for evidence to support additional claims about the text.

Assessment: Collect each student’s Making EBC Tool with the evidence they found for the claim.

CLASS DISCUSSION OF EBCs
The class discusses evidence in support of claims found by student pairs.
FORMING EBCs IN PAIRS
In pairs, students use the Forming EBC Tool to make an evidence-based claim of their own and present it to the class.

Homework: Write a well-developed paragraph that begins with a claim supported by 2-3 piece of textual evidence.

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Lesson 3

Objectives: Students will be able to use the Forming EBC Tool to make an evidence-based claim of their own and present it to the class.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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.

Do Now: Turn to a partner and share one claim you have made based on a paragraph. Find one reason that makes the claim weak or strong.

Mini Lesson

MATERIALS:

Review an example of EBC using the tools:

Independent Practice

Students will be paired based on the paragraph(s) they have used to form their claims.

As a pair, complete a new worksheet based the consensus between partners -the better claim and evidence.

We will use the EBC Criteria Checklist to structure the evaluation and feedback .
Evaluation will focus on the validity and clarity of the claim and the relevance of the evidence.
Recording the “thinking” part of the tool is important in order to strengthen your reasoning skills as well as provide you with the academic vocabulary to talk about them.
Evidence should be in quotation marks and the reference recorded

Assess: Pairs present to the class and hand in the worksheet. We will use the EBC Criteria Checklist to structure the evaluation and feedback .

Homework: Based on the two claims you have made, what is King’s major argument ( thesis statement) in this speech? Reexamine the evidence, what kind of literary strategies are they? Complete the chart below.

King’s Argument:

Claim 1:

Evidence 1:

Literary strategy:

Evidence 2:

Literary Strategy:

Connection:

Claim 2:

Evidence 1:

Literary strategy:

Evidence 2:

Literary Strategy:

Connection:

Claim 3( optional):

Evidence 1:

Literary strategy:

Evidence 2:

Literary Strategy:

Connection:

Lesson 4

Objectives: Students will be able to use the Forming EBC Tool to make an evidence-based claim of their own in a small group and present it to the class.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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:

Do Now: Share individual claims verbally in the assigned group using the EBC tool in the unit packet or the table provided for you in the homework asignment.

Mini Lesson

Teacher models on generating a claim based on section 1 ( paragraphs 1 & 2)of King’s Nobel Prize speech

When reading a long passage, read the entire passage and then section off the passage by combining paragraphs that address the same issue.
Once paragraphs are categorized ( grouped), read them separately and come up with a claim that represent ideas from each paragraph.
For example, in King’s speech, paragraph 1 is about how he decides to accept the award on behalf of the civil rights movement because he is painfully aware that the battle is still ongoing and people back in the U.S. are still fighting for justice. In paragraph 2, King questions why the prize is awarded to the movement since peace has not been achieved yet.
Once you have the main ideas from both paragraphs, you synthesis the ideas to generate your claim: King questions why he is awarded the Nobel Prize for peace when the civil rights movement continues to struggle in the United States.
Your claim needs to reflect ideas from all paragraphs.
Evidence 1: ” Therefore, I must ask why this prize is awarded to a movement… beleaguered and committed to unrelenting struggle…” suggests King’s ” questing”. (figurative language)
Evidence 2: ” …children crying out for brotherhood were answered with fire hoses, snaring dogs and even death;” ” young people seeking to secure rights to vote were brutalized and murdered”; ” 40 houses of worship…were bombed or burned…”( parallel sentence structure, repetition)

Independent Practice

Revise the group claim and be sure to use the best evidence to support your claim.
Post your group claim on the poster paper.
Present to the class.
Take notes of the claims and evidence while listening to each group’s presentation.

Reflect: Which group’s claim is the most precise and why?

Homework: Make a thesis statement based on the three major claims you have concluded from King’s speech.

Lesson 5: Claim workshop

Agenda

Small group presentations
Teacher and the rest of the class provide critique

How to generate a precise claim:

What’s the passage’s overall meaning?
Based on the overall meaning, select relevant evidence.
Analyze each evidence.
Find connections among the evidence and also include one different idea.
Make a claim: does my claim reflect the meaning of the evidence I have provided?

Homework:

Write an essay in which you analyze the purpose of King’s speech and how he conveys his purpose to the audience.

What’s King’s purpose of his Nobel Prize speech? How does King achieve his purpose in his speech? Use at least three claims to create a thesis for the essay.

Lesson 6: Thesis Workshop

Objectives: Students will be able to to generate an effective thesis statement for the analysis essay based on Dr. King’s speech.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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.

Do Now: Pair-share your thesis statement. If your partner has a strong thesis, why? If your partner’s thesis is weak, why?

Mini Lesson

Thesis workshop

What’s the passage about?

The main idea of the the speech: King uses the opportunity to express his appreciation for the Nobel Prize Academy to present him with the peace award. He emphasizes that the award is for the civil rights movement that has been tumultuous. He also calls for everyone to peacefully fight for justice and equality for all and never give up until the goal is achieved.

2. Section off the paragraphs in the speech

A. Section 1-paragraph 1 & 2 Claim:

King questions why he is awarded the Nobel Prize for peace even when there is still so much struggle going on in the U.S.

Evidence 1: ” Therefore, I must ask why this prize is awarded to a movement… beleaguered and committed to unrelenting struggle…” suggests King’s ” questing”. (figurative language)
Evidence 2: ” …children crying out for brotherhood were answered with fire hoses, snaring dogs and even death;” ” young people seeking to secure rights to vote were brutalized and murdered”; ” 40 houses of worship…were bombed or burned…”( parallel sentence structure, repetition)

B. Section 2-paragraphs 3 &4: Claim:

King believes people from the world need to be united to fight for justice, peace and equality because the journey will a long and even tumultuous one.

Evidence 1: …Sooner or later all the people of the world will have to discover a way to live together in peace….
evidence 2: The tortuous road …from Montgomery, Alabama to Oslo bears witness to this truth
evidence 3: …Negro and white men in increasing numbers create alliances to overcome their common problems.

C. Section 3-paragraph 5 Claim: King refuses to be pessimistic about the world that is inflicted with racism and injustice (through repetition and metaphor).

Evidence 1: I refuse to accept despair as the final response to the ambiguities of history.
Evidence 2: I refuse to accept the idea that the “isness” of man’s present nature…
Evidence 3: I refuse to accept the view that mankind is so tragically bound to the starless midnight of racism and war…

D. Section 4:- Paragraph 6 Claim: King believes justice and equality can be achieved through peaceful protest and people’s good will ( through repetition and imagery).

Evidence 1: I refuse to accept the cynical notion at nation after nation must spiral down a militaristic stairway into the hell of thermonuclear destruction.
Evidence 2: I believe that even amid today’s mortar bursts and whining bullets, there is still hope for a brighter tomorrow
Evidence 3: I believe that wounded justice, lying prostrate on the blood-flowing streets of our nations, can be lifted from this dust of shame to reign supreme among the children of men.

E. Section 5- Paragraph 7 Claim: Faith will help us see a bright future and gain strength in the time of struggle which is the beginning of triumph( through oxymoron and synecdoche) .

Evidence 1: This faith can give us courage to face the uncertainties…
Evidence 2: It will give our tired feet new strength
Evidence 3: …we are living in the creative turmoil of a genuine civilization struggling to be born.

F. Section 6-Paragraphs 8-11 Claim: King shares the honor with many who fought in the movement and believes in justice.

Evidence 1: …on behalf of all men who love peace and brotherhood
Evidence 2: You honor the ground crew without whose labor and sacrifices the jet flights to freedom
Evidence 3: I mean when I say that I accept this award in the spirit of a curator of some precious heirloom…brotherhood and peace…

3. List all the claims together and see if there are any connections you can make among them.

Claims:

1. King questions why he is awarded the Nobel Prize for peace even when there is still so much struggle going on in the U.S.

2. King believes people from the world need to be united to fight for justice, peace and equality because the journey will a long and even tumultuous one.

3. King refuses to be pessimistic about the world that is inflicted with racism and injustice.

4. King believes justice and equality can be achieved through peaceful protest and people’s good will.

5. Faith will help us see a bright future and gain strength in the time of struggle which is the beginning of triumph.

6. King shares the honor with many who fought in the movement and believes in justice.

Thesis: In the Novel Prize acceptance speech, Dr. King honors those who have fought together in the continuous struggle for equality and justice in the civil rights movement and believes peace and justice can be achieved through faith, peaceful protest and people’s good will.

Independent Practice:

Put all the claims together ( three at least) and revise your thesis.
Share your 1st draft of the essay.

Reflect: What have I learned about generating a thesis statement?

Homework: Revise the essay. Revision tips:

Begin each body paragraph with a claim
Analyze the evidence proved in each body paragraph
Be sure the claims connect to your thesis
Mention the nature of language if you noticed King uses figurative language or imagery or parallel sentence structure.

Lesson 7

Objectives: Students will be able to complete the analysis essay by asking some clarifying questions and working on the lap top.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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.

Agenda

Do Now: take a minute to raise a question about the analysis essay.

Mini Lesson: Review the analysis rubric

Student Independent Practice: continue working on the essay; due by the end of the period, typed in MLA format

Reflect: What new ideas have I gained about writing an analysis essay?

Homework: Read and annotate pages 1-3 of President Obama’s speech. Be prepared for a voc quiz.

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Lesson 8

Objectives: Students will be able to expand their ability into organizing evidence to develop and explain claims through a close reading of the text.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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:

Agenda

Do Now: Voc quiz

Mini Lesson: developing more complex claims

How to use a set of developmental guiding questions such as the following:
[Note: the 1st few questions might be used with less experiences readers, the latter questions with students who are developing
more sophisticated claims.]
• What do I mean when I state this claim? What am I trying to communicate?
• How did I arrive at this claim? Can I “tell the story” of how I moved as a reader from the literal details of the text to a supported claim about the text?
• Can I point to the specific words and sentences in the text from which the claim arises?
• What do I need to explain so that an audience can understand what I mean and where my claim comes from?
• What evidence (quotations) might I use to illustrate my claim? In what order?
• If my claim contains several parts (or premises), how can I break it down, organize the parts, and organize the evidence that goes with them?
• If my claim involves a comparison or a relationship, how might I present, clarify, and organize my discussion of the relationship between parts or texts?
Listen to the para.1-17 of Obama’s speech ” A Just and Lasting Peace”

Independent Practice

In a small group, complete the “Organizing EBC tool” by

breaking down a claim into parts and organizethe evidence accordingly.
organizing claims using Organizing EBC Tool in the packet
presenting your claims and evidence to the rest of the class.
As a class, discuss the evidence and organization, and evaluate how each piece supports and develops the claims.

Reflect: How do we make a complex claim?

Homework: Review paragraphs 1-17 and complete the “Making EBC Claims” tool individually based on the section.

Lesson 9

Objectives: Students will be able to expand their ability into organizing evidence to develop and explain claims through a close reading of the text.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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:

Agenda

Do Now: Pair share one idea that Obama addresses in his speech that is similar to King’s and one different from King’s.

Mini Lesson: developing more complex claims

How to use a set of developmental guiding questions such as the following:
[Note: the 1st few questions might be used with less experiences readers, the latter questions with students who are developing
more sophisticated claims.]
• What do I mean when I state this claim? What am I trying to communicate?
• How did I arrive at this claim? Can I “tell the story” of how I moved as a reader from the literal details of the text to a supported claim about the text?
• Can I point to the specific words and sentences in the text from which the claim arises?
• What do I need to explain so that an audience can understand what I mean and where my claim comes from?
• What evidence (quotations) might I use to illustrate my claim? In what order?
• If my claim contains several parts (or premises), how can I break it down, organize the parts, and organize the evidence that goes with them?
• If my claim involves a comparison or a relationship, how might I present, clarify, and organize my discussion of the relationship between parts or texts?
Listen to the para.1-17 of Obama’s speech ” A Just and Lasting Peace”

Independent Practice

In a small group, complete the “Organizing EBC tool” by

breaking down a claim into parts and organizethe evidence accordingly.
organizing claims using Organizing EBC Tool in the packet
presenting your claims and evidence to the rest of the class.
As a class, discuss the evidence and organization, and evaluate how each piece supports and develops the claims.

Reflect: How do we make a complex claim?

Homework: Review paragraphs 25-37 and complete the “Making EBC Claims” tool ( 3rd One) individually based on the 3rd section.

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Lesson 10

Objectives: Students will be able to refine their claims based on a close reading of President Obama’s speech at the Nobel Price Award Ceremony through small group discussions.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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:

Agenda

Do Now: Make a list of issues addressed in Obama’s speech. Pair share the list.

Mini Lesson:

Demonstrate how to form EBC and make EBC by modeling based on the King’s speech.

Student Independent Practice:

In small groups, students decide to form EBCs based on the main issues addressed in Obama’s speech, i.e. peace, violence, global collaboration etc.

Each group complete the Formig EBC worksheet and Making EBC worksheet.

Assess: Collect the group worksheets.

Homework: Use the blank worksheets in your packet to make three points on a topic mentioned in Obama’s speech and provide evidence to support each point you will make.

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Lesson 11

Objectives: Students will be able to write an analysis essay based on a close reading of President Obama’s speech at the Nobel Price Award Ceremony through small group discussions and independent writing.

CCS RI.2 and RI.3

TARGETED STANDARD(S):
RI.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:

Do Now: Small groups present one claim and evidence. The rest of the class listen actively and take notes.

Mini Lesson:

Guidelines for writing the analysis essay on President Obama’s Nobel Prize speech

Introduction:

One statement of your own on the topic you have inferred from Obama’s speech).
One or two sentences that provide context of the speech( within the speech)
Introduce your thesis statement that is the synthesis of your claims ( 2-3).

Body paragraphs (2-3)

Body paragraph 1:

Topic sentence: claim statement that includes the of a literary device, for example, “Obama uses repetition to emphasize the idea peace needs to be earned which may demands sacrifices and global collaboration.”
Provide a one-sentence context ( summary of a section) before bring out the evidence.
Provide the first evidence in quotation marks with clear citation.
Explain the point in the evidence
Provide the 2nd evidence( with a brief context).
Explain the point in the evidence
Provide the 3rd evidence with a brief context and Explain the point in the evidence
Make a connection ( between the evidence and claim-so what)

Body paragraph 2 ( make the 2nd claim and support it with evidence)

Conclusion:

repeat the thesis in different words
explain why Obama’s argument on on peace or war( depending on your topic) is still relevant today.

Student Independent Practice

Students independently write their essays and reflect on what they know or ask questions.

Assessment: Hand in the group claims.

Homework: Complete the essay due Monday Nov.7.

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Unit 2 Lesson 12

Objectives: Students will be able to evaluate and critique a sample textual analysis by using the NYS CC text analysis rubric in a small group setting.

CC Standards

CCS RI.2 and RI.3: The evidence-based analysis of the text, including the text-dependent questions and the focus of the claims, involve RI.2 and RI.3 (determine a central idea and analyze how it is conveyed and elaborated with details over the course of a text).

CCSS.ELA-LITERACY.RI.9-10.2:Determine a central idea of a text and analyze its development over the course of the text

CCSS.ELA-LITERACY.RI.9-10.5:Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).

CCSS.ELA-LITERACY.SL.9-10.1:Initiate and participate effectively in a range of collaborative discussions,building on others’ ideas and expressing their own clearly and persuasively.

MATERIALS:

Agenda

Do Now: Reflect on the essay you have written, describe one strength and one area that you feel you are still struggling with RESPECTIVELY. Put a star next to the “strength” and question mark to areas of which you are not sure.

Turn and talk.

Mini Lesson-NYS Analysis Rubric Review and Discuss

Divide the class into 8 small groups.

Activity 1 : Look at the textual analysis rubric, which area under ” Criteria” do you do well? Or struggle with based on your reflection?

A. Identify a specific area you do well and put a star next to it. Use the language from the rubric to give a detailed description. For example, you may say: I introduced a clear central idea( thesis) and provide analysis of it by using relevant evidence.

B. Identify a specific area you feel you don’t do well and put a “?” next to it. Use the language from the rubric to give a detailed description. For example, you may say: I introduced a confused central idea( thesis) and provide minimal analysis.

Activity 2: What does the rubric tell us about the characteristics of a textual analysis essay? Look at the very left column in the rubric.

Circle the key words or phrases. Share in the group.
How do we distinguish a 4 essay from a 3 or 2 in each criterion? Circle the key words or phrase that help you understand the differences.

Here are the criteria for evaluating a textual analysis:-

Content and Analysis:the extent to which the response conveys complex ideas and information clearly and accurately in order to respond to the task and support an analysis of the text.
Command of Evidence: the extent to which the response presents evidence from the provided text to support analysis
Coherence, Organization, and Style: the extent to which the response logically organizes complex ideas, concepts, and information using formal style and precise language
Control of Conventions: the extent to which the response demonstrates command of conventions of standard English grammar, usage, capitalization, punctuation, and spelling

Independent Practice

Your task:

Analyze a sample student essay using the rubric-
-Groups 1/5 comment on 4 essay /first two categories/ group 5-the 3/4 category
-Groups 2/6 comment on 3
-Groups 3/7 comment on 2
-Groups 4/8 comment on 1

Your task:
1. Read the sample essay
2. Write a commentary about the targeted areas in the essay
3. Use the language from the rubric
4. Provide an example
5. Write your comments on the poster paper
6. Present your come g to the class

Reflect: what’s my new understanding of writing a text so analysis essay? Be specific.

Homework: Use the rubric to evaluate your essay and revise it accordingly.

World Literature

Unit 2: Analysis-EBC Unit on Nobel Prize Speeches

Common Core Regents Prep