English+Group+(We're+not+sure+which)

DAY 1 (50 minutes): A. Do Write Now: response to article (10 minutes) B. Show a few clips of newscasts, interviews, etc. (10 minutes) C. Class discussion. What do you think about this article? What is your opinion on the soda ban? Do you agree? Disagree? Why? (15 minutes) D. Explain assignment (10 minutes)- research sheet given E. Assign roles-make sure roles are different from what they think and that students input on what the roles are - en(5 minutes) Roles a. restaurant owner b. Michael Bloomberg (Mayor of NYC) c. Coca-Cola executive d. caffeine-addicted semi-truck driver e. super conservative (don’t take my rights) f. health expert g. fed up taxpayer h. OCD Big GULP drinker
 * students have article read before class (either passed out or emailed)
 * students will have already been emailed a page of how to research (acceptable sites)

DAY 2/3 A. Research (use links to databases and reliable sources on the teacher’s website; also allow students to search for videos and images)
 * ensuring they understand what they are reading

DAY 4/5 A. Write Op. Ed. pieces (opinion editorial) Examples: [] Students should also be allowed to include their own portraits! B. Publish writing and post links on the class’s website. Comment on other people’s posts.

DAY 5/6 A. Group Presentations 1. Day 1: Pro arguments, end of class summarizing discussion (also identify logical fallacies and unreliable resources) 2. Day 2: Con arguments, end of class summarizing discussion (also identify logical fallacies and unreliable resources)

DAY 7 A. Show Nazi video about Jews (they were depicted as rats by the Nazis in order to de-humanize them). Show propaganda posters (US depictions of Japanese during WWII...). Show opinion pieces, newscasts, interviews, etc. B. Discuss biases. What did they learn? Question every argumentative readings throughout

STUDENT LEARNING OBJECTIVES: THROUGHOUT THE semester will lead to long term critical thinking skills

Backward Design 1. Identify Desired Results a. Question everything!- critical thinking skills b. What is bias? How do we determine if something is biased? c. What is the value of looking at ideas, events, and opinions from different perspectives? d. learn pro/con opinions, being the devil’s advocate 2. Determine Acceptable Evidence a. Presentations, creative writing project (written evidence of their bias on this issue) CC STANDARDS: i. RI.11-12.1. Cite strong and thorough textual evidence - They must cite evidence in their biased opinion ii. RI.11-12.6. Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness or beauty of the text & RI.11-12.7. Integrate and evaluate multiple sources of information presented in different media or formats (e.g., visually, quantitatively) as well as in words in order to address a question or solve a problem - They have to identify bias in the assigned articles (should we have them look at video too? Such as newscasts or talk shows? iii. W.11-12.1. Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence - Have them write an exposition. 3. Plan Learning Experiences and Instruction- ASSESSMENT (see Day Plans above)

Other CC Standards we could use: W.11-12.3. Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences. (for the creative writing activities)

W.11-12.6. Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (uhh everything)

W.11-12.8. Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (any expository writing activity)

SL.11-12.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (any communications activity, or if ELA activities include breaking students up into groups)

SL.11-12.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (any communications class; can also be used in performance-based ELA activities such as podcasts and news program projects)

SL.11-12.5. Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (performance-based ELA projects)

SL.11-12.6. Adapt speech to a variety of contexts and tasks, demonstrating a command of formal English when indicated or appropriate. (performance-based ELA projects)

L.11-12.2. Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing. (all formal writing activities - probably not performance activities)

L.11-12.3. Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening. (all argumentative writing activities)