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GRADE 7: MODULE 2A: UNIT 2: LESSON 3 Reading Closely and Introducing Rhetoric Toolbox: Unions as Agents of Change—Part 1 Long-Term Targets Addressed (Based on NYSP12 ELA CCLS) I can determine a theme or the central ideas of an informational text. (RI.7.2) I can analyze the development of a theme or central idea throughout the text. (RI.7.2) Supporting Learning Targets Ongoing Assessment I can determine one of César Chávez’s main claims and identify the supporting evidence for it. I can identify basic rhetorical strategies and analyze how Chávez uses them to develop his claims. Students’ annotated texts of the Commonwealth Club Address Created by Expeditionary Learning, on behalf of Public Consulting Group, Inc. © Public Consulting Group, Inc., with a perpetual license granted to Expeditionary Learning Outward Bound, Inc. NYS Common Core ELA Curriculum G7:M2A:U2:L3 • June 2014 1
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GRADE 7: MODULE 2A: UNIT 2: LESSON 3 Reading Closely and Introducing Rhetoric Toolbox: Unions as Agents of Change—Part 1 Agenda Teaching Notes 1. Opening A. Entry Task (5 minutes) 2. Work Time A. Reviewing Evidence-Based Claims for Paragraphs 1– 7 (5 minutes) B. Introducing Rhetoric Toolbox (20 minutes) C. Reading Closely: Paragraphs 8–15 (10 minutes) 3. Closing and Assessment A. Adding to Agents of Change Anchor Chart (5 minutes) 4. Homework A. Continue reading in your independent reading book for this unit. In this lesson, students explore how unions can be agents of change. After learning about the problems faced by the farmworkers in Lesson 2, students learn how Chávez organized the UFW. In the entry task, students will look at several images of farmworkers’ strikes led by Chavez and the UFW. Find these in advance. An internet search will yield many possibilities; select several that clearly show the workers striking, not just what their working and living conditions were like. Students will also learn to analyze not just what Chávez says but also how he says it. They will learn some basic tools of rhetoric that speakers use to develop their claims. In the interest of time, these lessons focus on having students identify a set of tools and consider how the use of these tools helps Chávez develop his claim. If you have additional time, consider taking this opportunity to help students understand how speakers appeal to their audience’s ethos , pathos , and logos . Many text and on-line resources provide a clear introduction to this framework. If you have time to develop students’ understanding of this framework, it will enrich their reading of the text. However, it is not necessary to their mastery of the standards targeted in this unit.
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  • Writing, The Unit, Seventh grade, Expeditionary Learning

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