Notes on Teaching Channel's 'Common Core: ELA Evidence & Arguments'
Day 1: Introduction and Text Analysis
Introduction by TJ Hanify:
TJ Hanify teaches 9th and 10th graders at the International School in Bellevue, Washington.
Students will read and analyze "Letter from Birmingham Jail" by Martin Luther King, Jr.
Collaborative Analysis:
Students will work in groups to analyze the text and explore its central idea.
They will present their findings to the class.
The class will engage in a Socratic Seminar discussion.
Argumentative Writing:
Students will consider King's ideas and incorporate their own views in argumentative writing.
Starting with a Question:
The lesson starts with a question: "How can a writer craft her or his language to develop a main idea and reach an audience?"
A quick refresher is provided on the context of the reading.
Context of the Letter:
In 1963, Dr. King was in jail due to the events surrounding the Civil Rights Movement.
Jim Crow laws were in effect, enforcing segregation between blacks and whites.
Pre-Reading Assignment:
Students were assigned to read Dr. King's letter and use "thinking notes" (metacognitive markers) to record their reactions.
The goal was to encourage active reading and engagement with the text.
Thinking Notes Strategy:
Students mark significant areas in the text and record their reactions.
Examples of thinking notes:
'??' for something unclear or confusing.
Reactions to specific passages.
Example of student confusion: the word "zeitgeist".
Engaging with Ideas:
Ninth and tenth graders engage with ideas and consider challenging questions, such as when it is just to break a law.
Determining the Central Idea:
Students are asked to identify King's main idea in the letter.
Small Group Activities
Differentiated Groups:
Students work in pre-selected small groups with tasks differentiated based on their skill level in analyzing informative texts.
The aim is to identify specific moments in the text that build towards the main idea.
Rhetorical Analysis:
Some groups focus on rhetorical analysis, looking for ethos, pathos, and logos.
Ethos: King demonstrates he is someone to be listened to by showing expertise.
Writing Focus:
Other groups, especially those who struggled, focus on identifying tone and imagery.
They look for specific word choices and tone shifts.
Imagery:
Students explore whether King employs imagery, even when quoting someone else.
Presentations
Presentation Requirements: Students prepare a one-slide PowerPoint with the following content:
King's main idea
The group's task
Two quotes from the text and the paragraphs they are from
Explanation of how the quotes contribute to the main idea or purpose
Student Presentations:
Students present their interpretation of the central idea with supporting evidence.
Example: One group focused on tone analysis and identified that the central idea was that there is no excuse for injustice.
Another group analyzed logos and quoted, "…Will we be extremists for the preservation of injustice or will we be extremists for the cause of justice?"
Purpose of Presentations:
To assess student understanding in real time.
To showcase student thinking and the range of ideas.
To provide students with a sense of pride in their work.
Feedback:
Classmates provide high-quality, constructive feedback to the presenters.
Feedback can be positive or suggestions for improvement.
Audience Feedback
Specific Feedback:
Feedback should be specific, not just blanket criticism.
Example: Quicksand represents instability, and rock portrays stability.
Some students were noted to simply read what was on the slide without elaborating.
Day 2: Socratic Seminar (Fishbowl)
Format:
Students are arranged in two circles: an inner circle (speakers) and an outer circle (note-takers).
Each student has a partner.
Partners turn and talk, share ideas, and exchange roles.
Impromptu Persuasive Arguments:
Students practice impromptu persuasive arguments.
Students raise a hand and are called upon to speak.
The last speaker chooses the next speaker.
Moral vs. Immoral Laws:
Students discuss how to distinguish a moral law from an immoral law.
A moral law uplifts human personality, while an unjust law degrades it.
Reference is made to Martin Buber and "I-it" vs. "I-thou" relationships.
Genuine Dialogue:
Students engage in genuine dialogue, addressing each other's ideas and posing questions.
They discuss the ideas of other participants.
Mob Mentality:
Students discuss the concept of "mob mentality," where people go along with something they might not approve of due to fear of being ostracized.
In a group setting, people are more likely to act in ways they wouldn't on their own.
Sophisticated Understanding:
Students develop a more sophisticated understanding of the text through collaboration.
Civil Rights:
The discussion extends to the broader concept of civil rights, encompassing prejudice against anyone deemed "different," including different sexual orientations.
Negative Influences:
Students acknowledge that negative influences will likely always exist, making prejudice a persistent issue.
Argumentative Writing Task
Online Blog:
Students write opinionated pieces on an online blog, relating their own ideas to Dr. King's text.
Examples of Topics:
Prejudice after 9/11
Whether people still need to break unjust laws today.
Students are asked to provide examples to back uo their claims
Classroom Takeaways
Interconnected Skills:
Reading builds writing, and writing depends on reading.
Speaking and listening engage students and allow them to share and develop ideas.
Essential Experiences:
The lesson makes clear the essential experiences and values of English Language Arts teachers.
Key Outcomes:
Students develop their thinking through multiple experiences.
Students practice expressing ideas verbally and in writing.
Students learn how to use evidence to back up arguments.