Course Profile English, Grade 10, Academic, Public

Unit 2: Voices

Time: 22 hours

Activity 1 | Activity 2 | Activity 3 | Activity 4 | Activity 5 | Activity 6 | Activity 7

Unit Developers: Linda Neary, Janice Rideout, Angela Ferguson, Melanie Barrett, Tina-Marie Sikkema

Development Date: April 2000

Unit Description

Grade 10 students in the academic course are increasingly aware of the web of issues that surrounds them. The “Voices” unit provides students with a forum to establish the critical thinking skills necessary for mature discussion of what are often controversial topics. “Voices” encourages students to analyse their own and others’ perspectives and to appreciate the different voices that unite to represent society’s multi-layered perceptions. The unit equips students with the tools they need to present their positions persuasively in oral and written format and to clarify their own opinions about a variety of issues. “Voices” addresses Grade 10 students’ growing responsibilities to establish independent opinions and take active roles in society’s decision-making processes in order to find their own voices.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language, Media Studies

Overall Expectations: LIV.01D, LIV.02D, LIV.03D, WRV.01D, WRV.02D, WRV.03D, WRV.04D, WRV.05D, LGV.01D, LGV.02D, MDV.02D.

Subtask Titles (Time + Sequence)

Subtask 1	Diagnostic Activity	95 minutes
Subtask 2	How I See Things	150 minutes
Subtask 3	Point/Counterpoint	115 minutes
Subtask 4	The Power of Words	210 minutes
Subtask 5	Captivate and Motivate Your Audience	120 minutes
Subtask 6	Checkpoint	140 minutes
Subtask 7	The Great Debate	465 minutes

Unit Planning Notes

· Before beginning this unit, teachers are advised to consult guidelines for antiracist and bias-free education to ensure awareness, sensitivity, and caution in selection and delivery of materials and issues. Teachers are advised to refer to Unit 3: Diversity, which provides more detailed resources and suggestions for a respectful approach to controversial issues, topics, and ideas.

· It is recommended that teachers encourage their students to bring a dictionary and thesaurus to class every day or that the teacher have these readily available in the classroom.

· For all writing assignments the teacher should insist students employ the writing process: brainstorming, outline, rough work, discussion, editing, and revision (BORDER). A recommended approach for revision, ARRRP, is suggested in Unit 1 (see BLM 1.3-2). Teachers may require students to submit evidence of this process with written assignments.

· Students should be encouraged to use a word-processing program for all final copies of writing assignments and the teacher should be sure to provide access to computers.

Prior Knowledge Required

· Expectations of The Ontario Curriculum for Grade 9 students

· sentence and paragraph structure

· standard use of Canadian English

· essay structure

· research skills

· use of documentation

· oral presentation skills

· small group skills

· computer skills

· use of the writing process

Task Summary

Students explore the web of issues that surrounds them through the examination of literature, informational texts, and media. They analyse a number of arguments to determine their effectiveness and explore their own and others’ value systems. With the assistance of the teacher-librarian they use research skills to gather information to support their arguments.

Through the use of rhetorical devices and persuasive techniques, students develop their argumentative skills in both oral and written form. They make arguments through a variety of products such as journal responses, outlines, role playing, and persuasive essays. They participate in a final task, a formal debate.

Students continue the Independent Reading (Unit 1), by reading a book dealing with a controversial issue in preparation for Unit 5. Students maintain their reading response journal and conference with the teacher.

Culminating Activity

Students prepare and present a formal debate on a controversial issue in order to demonstrate their proficiency with oral argumentation.

Resources

Aker, Don and David Hodgkinson, eds. Language and Writing 9. Toronto: ITP Nelson, 1989.
ISBN 0-17-618681-6
A writing handbook

Anderson, Neil. Media Works. Toronto: Oxford University Press, 1989. ISBN 0-19-540730-X
A writing handbook

Atwood, Margaret and Robert Weaver. The Oxford Book of Canadian Short Stories in English. Toronto: Oxford University Press, 1988. ISBN 0-19-540597-8
An anthology of challenging short stories

Baker-Sandbrook, Judith and Neil Graham, eds. Thinking Through the Essay. Toronto: McGraw Hill Ryerson, 1986. ISBN 0-07-549066-8
A writing handbook

Borovilos, John, ed. Breaking Through - A Canadian Literary Mosaic. Scarborough: Prentice-Hall, 2000. ISBN 0-13-08372-0

Borovilos, John, ed. Images - Canada Through Literature. Scarborough: Prentice-Hall, 1990.
ISBN 0-13-255852-1
An anthology of literature

Cheung, Mei-lin, ed. Galaxies III. Don Mills: Addison Wesley, 1992. ISBN 0-201-50441-3
An anthology of literature

Close, Joanne, et al., eds. Literature and Media 9. Toronto: ITP Nelson, 1999. ISBN 0-17-618701-4
A writing textbook

Conrad, Ronald, ed. The Act of Writing: Canadian Essays for Composition. Toronto: McGraw Hill Ryerson, 1990. ISBN 0-07-549792-1
A writing handbook

Crane, ed. SightLines 10. Scarborough: Prentice-Hall, 1999. ISBN 0-1308-2171-3
An anthology of literature for Grade 10 students

Davies, Richard and Glen Kirkland, eds. Discovering. Toronto: Gage, 1980. ISBN 0-7715-1162-0
An anthology of literature

Davies, Richard and Glen Kirkland. Dimension. Toronto: Gage, 1986. ISBN 0-7715-6854-1
An anthology of literature

Davies, Richard and Glen Kirkland, eds. Imaginings. Toronto: Gage, 1980. ISBN 0-7715-1104-3
An anthology of literature

Davies, Richard and Glen Kirkland, eds. Relating. Toronto: Gage, 1990. ISBN 0-7714-1160-4
An anthology of literature

Dawe, Robert, Barry Duncan and Wendy Mathieu. ResourceLines 9/10. Scarborough: Prentice-Hall, 1999. ISBN 0-13-012922-4
A writing textbook

Dictionary and Thesaurus

Duncan, Barry. Mass Media and Popular Culture. Toronto: Harcourt Brace, 1988. ISBN 7747-1262-17
A media textbook

Geddes, Gary and Phyllis Bruce, eds. 15 Canadian Poets +5. Toronto: Oxford U. P., 1978.
ISBN 0-19-540289-8
An anthology of poetry

Gooch, Bryan N.S. and Maureen Niwa. The Emergence of the Muse: Major Canadian Poets from Crawford to Pratt. Toronto: Oxford V. P., 1993. ISBN 0-19-540911-6
An anthology of poetry

Hannan, Ed, et al., eds. Perspectives Three. Toronto: Harcourt Brace, 1992. ISBN 0-7747-1338-0
An anthology of literature

Hilker, Douglas and Sue Harper. Elements of English 9. Toronto: Harcourt Brace, 1989.
ISBN 0-7747-0575-2
A writing handbook

Hilker, Douglas, et al., eds. Transitions. Toronto: Harcourt Brace, 1995. ISBN 0-7747--151-X
An anthology of literature

Karpinski, Eva C. and Ian Lea, eds. Pens of Many Colours. Toronto: Harcourt Brace, 1995.
ISBN 0-7747-3146-X

Kedves, Alice Barlow, et al., eds. SightLines 9. Scarborough: Prentice-Hall, 1999. ISBN 0-13-012906-2
An anthology of literature

Luengo, Anthony. Canadian Writer’s Companion. Scarborough: Prentice-Hall, 1993.
ISBN 0-13-4439200-1
A writing handbook

Messenger, W.E. and W.H. New, eds. A 20th Century Anthology. Scarborough: Prentice-Hall, 1984. ISBN 0-13-934944-8
An anthology of literature

Parker, John F. The Writer’s Workshop. Don Mills: Addison Wesley, 1982. ISBN 0-201-05724-7
A writing textbook

Saliani, Dom and Nova Morine, eds. Crossroads. Toronto: Gage, 1999. ISBN. 0-7715-1324-0
An anthology of literature

Sandbrook, Judith Barker. Essays Patterns and Perspectives. Don Mills: Oxford University Press, 1992. ISBN 0-19-540839-X
A collection of essays

Sebrank, Patrick. Writers Inc. Sourcebook. DC Health and Co., 1995. ISBN 0-669-38553-0
A writing handbook

Sebrank, Patrick, et al. Writers’ Inc. Wilmington, Mass: Great Source Education Group, 1996.
ISBN 0-669-95-068-8
A writing handbook

Sebranek, Patrick, et al. Write Source 2000. Wilmington, Mass: Great Source Education Group, 1989. ISBN 0-17-618700-6
A writing handbook with reproducible blacklines

Teacher-librarian

Weaver, Robert. Canadian Short Stories. Toronto: Oxford University Press, 1985. ISBN 0-19-540597-8
An anthology of challenging short stories

Wood, Jeffrey and Lynn. Short Story Workshop. Cambridge: Cambridge V. P., 1995.
ISBN 0-521-378060
A collection of short stories with teacher guides

Subtask 1: Diagnostic Activity

Time: 95 minutes

Description

In order to assess students’ abilities to make persuasive arguments and to categorize supports for arguments effectively, the teacher assesses students’ prior knowledge through the use of a persuasive piece of writing. The teacher reviews students' knowledge of the essay format.

Strand(s) and Expectations

Strand(s): Writing, Language

Overall Expectations

WRV.03D - use a variety of organizational techniques to present ideas and information logically and coherently in written work.

Specific Expectations

WR1.03D - sort and label information, ideas, and data; evaluate the accuracy, ambiguity, relevance, and completeness of the information; and make judgements and draw conclusions based on the research (e.g., verify data by using multiple sources; identify and reconcile inconsistencies; identify significant omissions that need to be addressed);

WR2.02D - produce written work for a variety of purposes, with a focus on interpreting and analysing information, ideas, themes, and issues and supporting opinions with convincing evidence (e.g., state and support an opinion; compare and contrast the treatment of similar themes in two different works; explain how the images or setting in a work of fiction contribute to the overall theme);

WR5.08D - use knowledge of a wide range of spelling patterns, rules, and strategies to analyse and correct spelling errors;

WR5.10D - use a variety of resources to correct errors in spelling (e.g., dictionaries, spell checkers);

LG2.01D - communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details;

LG2.02D - communicate in group discussions by assigning tasks fairly and equitably; using verbal and non-verbal cues to signal a change in topic or speaker; contributing ideas, supporting interpretations and viewpoints; extending and questioning the ideas of others; summarizing the progress of the group’s work; checking for understanding; and negotiating consensus when appropriate;

LG2.03D - apply techniques of effective listening and demonstrate an understanding of oral presentations by summarizing presenters’ arguments and explaining how vocabulary, body language, tone, and visual aids enhance presentations (e.g., make and confirm or revise predictions; identify the purposes and perspective of a presentation; analyse the ideas and arguments presented; discuss the use of visual aids in a presentation).

Subtask Planning Notes

· This activity assesses students’ prior knowledge of essay structure and their abilities to develop and organize effective arguments. As such, this demands that the teacher provides minimal guidance. However, teachers should observe students’ abilities to formulate and organize arguments closely.

· BLM 2.1-1 – Sample Persuasive Essay T-Chart can be given as a board note or made into an overhead transparency.

Teaching/Learning Strategies

Strategies

Student Groupings

· Brainstorming

· Classifying

· Collaborative/Co-operative Learning

· Discussion

· Students working as a whole class

· Students working individually

· Students working in small groups

1. The teacher continues to provide the opportunity for students to read on a regular basis in class as part of the Independent Reading component of the course. Teacher reminds students that their independent reading selection should be linked to the theme of the unit. Students maintain a reading response journal. The teacher continues to monitor student progress.

2. The teacher recalls the idea of essay structure with students.

3. The teacher writes a statement that will trigger student interest such as “Homework should/should not be assigned to students on a daily basis on the board”.

4. The teacher allows students 30 minutes in class to complete a persuasive essay on the given topic. These are collected for anecdotal assessment. As well, the teacher observes student writing of the essay in order to determine what level of review and teaching of concepts is required.

5. As a review, the teacher has students recall the arguments they presented in the diagnostic activity and lists these on the blackboard. Using BLM 2.1-1 – Sample Persuasive Essay T-Chart, the teacher helps students develop additional arguments for the pro and con sides of the issue. The teacher indicates that all ideas should be included in the initial brainstorm and then the validity and credibility of the ideas should be analysed.

6. The teacher and students collaborate to develop criteria for a persuasive argument. The teacher assists the class in grouping supports and in deleting support that proves to be irrelevant once the criteria have been established. The teacher stresses the importance of organizing ideas and developing sufficient, coherent support.

7. The teacher assigns BLM 2.1-2 – Persuasive Argument. This activity reviews the students’ ability to complete a persuasive essay framework and organize ideas into valid and effective criteria.

8. The teacher instructs groups to present their arguments and provides anecdotal comments. The focus of the assessment should be on the development of criteria, the organization of ideas, and the inclusion of sufficient, coherent support.

Assessment/Evaluation Techniques

Assessment Strategies	Assessment Recording Devices
· Introduction	· Anecdotal Record

· Diagnostic assessment of persuasive essay outlines focussing on structure, organization, and support is used.

· Anecdotal assessment of group activity for learning skills is used.

Resources

Blackline Masters

BLM 2.1-1 – Sample Persuasive Essay T-Chart

BLM 2.1-2 – Persuasive Argument

Subtask 2: How I See Things

Time: 150 minutes

Description

Through the examination of short stories, students are introduced to the terms values, morals, value systems, and tolerance and the idea that value systems influence perspectives on issues. This subtask also examines debatable issues and how they pertain to different aspects of a student’s life. Students employ critical thinking skills and practise organizational and analytical skills through categorization.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations

LGV.01D - use knowledge of vocabulary and language conventions to speak, write, and read competently and effectively for a variety of purposes and audiences, using a level of language appropriate to the context.

Specific Expectations

LI1.04D - use relevant, significant, and explicit information and ideas from texts to support interpretations (e.g., use relevant evidence to support an explanation of the theme of a poem or short story; select quotations from an essay that best communicate the author’s arguments);

LI1.06D - present sufficient significant evidence from a text to support opinions and judgements (e.g., defend in a debate a controversial statement from a short essay, or an action by a character in a story; incorporate quotations from a play in an essay about the pattern of imagery in the text);

WR3.04D - use plot structure and character portrayal to present conflicts in a short story (e.g., introduce a conflict in the first half of a short story and provide the resolution of the conflict in the second half; describe two characters’ different reactions to the same event to prepare for a later clash between them);

WR45.07D - use verb voice (i.e., active and passive) to suit purpose and audience;

LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

– parts of speech, including infinitives and gerunds;

– types of sentences, including compound-complex sentences;

– components of sentences, including prepositional, adjective, and adverb phrases; infinitive and gerund phrases; noun, adjective, and adverb clauses;

– agreement between subject and verb, and between pronoun and antecedent;

– consistency of verb tense and voice;

LG2.01D - communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details.

Subtask Planning Notes

· As a vehicle for response to ideas raised during this unit, students keep a learning log/journal. This is different from the reading response journal in that it is less formal and is not used for summative assessment. It is a forum for teacher/student dialogue and establishes a non-threatening environment for communication.

· Teachers need to remind students to purchase a journal(s) (i.e., spiral type, bound, etc.). Students maintain an ongoing reading response journal as part of the Independent Reading component of the course. They also make extensive use of a learning log/journal throughout the course. Students may use separate sections of a binder for these two purposes or purchase two “journals”.

· Before assigning the journal response for homework, the teacher should teach a mini-lesson to review the correct use of pronouns and pronoun and antecedent agreement.

· The teacher may provide newspapers (local, national, etc.) to help students brainstorm and identify issues.

· The teacher may direct students to watch a news program and write down topics discussed.

· The teacher may begin the discussion of issues by reading a poem or short story that deals with the theme of an interconnected web of issues. See Resources for suggested literature and alternate literature study suggestions.

· As an extension or optional activity the teacher may wish to show students clips from local news programs and have students define whether the topics addressed are issues or human interest stories and categorize the issues.

· In order to save time, the teacher may wish to provide BLM 2.2-2 – The Issues Web as a student handout.

· As issues generated for student issue webs may be sensitive for some students, teachers are cautioned to be aware of stereotype and bias in the selection of issues.

Teaching/Learning Strategies

Strategies

Student Groupings

· Brainstorming

· Classifying

· Collaborative/Co-operative Learning

· Discussion

· Direct Teaching

· Students working as a whole class

· Students working in small groups

· Students working individually

Note: Prior to the start of this subtask, the teacher assigns two short stories (“And the Lucky Winner Is” by Monica Hughes and “Lather and Nothing Else” by Hernando Tellez) to be read for homework. Students are assigned BLM 2.2-0 – Short Story Study Questions and are instructed to complete the questions for homework.

1. The teacher writes the following definition of “issue” on the blackboard. An issue is: “A point in question; an important subject of debate or litigation; a controversial topic; a subject of contention (dispute or argument)”.

2. The teacher discusses the definition and clarifies words such as litigation, dispute, contention, etc.. The teacher has students write the definition in their notebooks.

3. The teacher instructs students to individually brainstorm a list of issues that they know about in their notebooks for 3-5 minutes.

4. The teacher provides BLM 2.2-1 – Types of Issues. The teacher discusses the definitions to ensure student understanding.

5. The teacher provides BLM 2.2-2 – The Issues Web. Students, in groups of three or four, discuss, compare, and categorize their brainstormed list of issues under the provided headings.

6. The teacher provides chart paper and markers and instructs each group to consolidate group members’ Issues Webs into one, incorporating all issues under specific headings.

7. Student groups post their completed charts around the classroom.

8. The teacher instructs the students to examine peer charts and note any different classifications of issues or any listings that they would consider human interest stories. The teacher provides additional issues for categories which may be short on examples of issues and adds any significant issues not mentioned using the teacher resource. (See BLM 2.2-3 – Teacher Resource: Suggested Issues.)

9. Through a guided, whole class discussion, the teacher asks students to discuss their observations of the different groups’ Issues Webs. The teacher leads the class to the conclusion that issues can be approached from many angles but that they have a primary base within one category. For example, Separatism is primarily a political issue but it may also be a local issue (depending on where one resides); a social issue (because it is a clash between two language groups); an historical issue (based on the rights of Canadian settlers); etc.

10. As a whole class, develop a colour-coding system for each category on the Issues Web. For example, environmental issues may be green, local may be orange, etc.

11. The teacher directs students to complete their Issues Webs in their notebooks, drawing from information around the room. Students decide the primary category for the issue and place a colour-coded checkmark beside the issue to indicate other applicable categories it may be placed under.

12. The teacher moves about the classroom observing students’ correct application of the Issues Web.

13. Upon students’ completion of the Issues Webs, the teacher provides students with a class note on Value Systems (BLM 2.2-4) and thoroughly discusses the content to ensure student understanding of the terminology.

14. The teacher reviews homework questions orally from BLM 2.2-0 – Short Story Study Questions with an emphasis on linking the answers provided by students to what they have learned about the influence of values on decision-making issues from their classroom instruction.

15. The teacher instructs students to respond to the journal question on BLM 2.2-0 – Short Story Study Questions and assigns the journal for homework.

16. The teacher collects the journal responses and assesses these anecdotally.

Assessment/Evaluation Techniques

Assessment Strategies	Assessment Recording Devices
· Observation	· Anecdotal Record

Formative

· Observation of group dynamics during small group work.

· Anecdotal assessment of students’ Issues Webs to ensure understanding of categorization and the interconnected nature of issues.

· Anecdotal assessment of students’ journal responses.

Adaptations

· The teacher may wish to supply the Issues Web to students with IEPs.

· As an enrichment activity the teacher may have one or two students recreate their completed, colour coded Issues Web on bristol board to be posted in the classroom for the duration of the Voices unit.

· The teacher may designate symbols to indicate categories for students who have difficulty perceiving colours.

· As an enrichment activity the teacher may provide students with a current copy of a national newspaper and ask students to identify the issues referenced and add them to their Issues Webs.

Resources

Burke, Norah. “The Blue Bead” – short story in Kedves, Alice Barlow, et al., eds. SightLines 9. Scarborough: Prentice-Hall, 1999. ISBN 0-13-012906-2
A short story about a young girl in India who cherishes a blue bead.

Callaghan, Morley. “The Two Fisherman” – short story in Davies, Richard and Glen Kirkland, eds. Discovering. Toronto: Gage, 1990. ISBN 0-7715-1162-0
A young man must decide to follow the crowd or stand up for a new friend.

Crane, ed. The Earth Charter in SightLines 10. NGO’s Earth Summit 1992. Scarborough: Prentice-Hall, 2000. ISBN 0-1308-2171-3

Deal, Borden. “The Taste of Melon” – short story in Kedves, Alice Baralow et al., eds. SightLines 9. Scarborough: Prentice-Hall, 2000. ISBN 0-13-012906-2
A story of a young boy’s fight for recognition from peers. He deals with a moral dilemma.

Hughes, Monica. “And the Lucky Winner Is” – short story in Saliani, Dom and Nora Morine, eds. Crossroads. Toronto: Gage, 1999. ISBN 0-1308-2171-3
A short story about a boy with telekinetic powers who must make a decision on whether or not to use these powers to win a lottery.

Tellez, Hernando. “Lather and Nothing Else” - short story in Crane, ed. SightLines 10. Scarborough: Prentice-Hall, 2000. ISBN 0-1308-2171-3
This short story relates the fears and anger of a barber caught in the middle of a revolutionary war.

Blackline Masters

BLM 2. 2-0 – Short Story Study Questions
Questions and a journal response for the short stories “And the Lucky Winner Is” by Monica Hughes and “Lather and Nothing Else” by Hernando Tellez.

BLM 2.2-1 – Types of Issues
A class note outlining the types of issues and how issues can be classified.

BLM 2.2-2 – The Issues Web
A map of types of issues demonstrating how issues are interconnected.

BLM 2.2-3 – Teacher Resource: Suggested Issues
A listing of suggested issues under specified categories.

BLM 2.2-4 – Value Systems
A note identifying values, morals, personal values systems, changing values and different values.

Subtask 3: Point/Counterpoint

Time: 115 minutes

Description

This subtask introduces the skills needed for debating through the use of an activity called Point/Counterpoint. The focus of this subtask is to develop and hone students’ argumentative skills in the areas of: formulating, refuting, paraphrasing, listening, and summarizing. A follow up and completion of the assignment of this subtask is the focus of Subtask 6.

Strand(s) and Expectations

Strand(s): Writing, Language

Overall Expectations

WRV.03D - use a variety of organizational techniques to present ideas and information logically and coherently in written work;

LGV.02D - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences.

Specific Expectations

WR1.01D - use listening techniques and oral communication skills to participate in classroom discussions and more formal activities, such as dramatizing, presenting, and debating, for a variety of purposes and audiences;

LG1.03D - select words and figurative expressions with understanding and sensitivity to enhance the persuasive or expressive power of their speech and writing (e.g., select words and phrases for their sound and rhythm in a speech; select words with symbolic associations for a poem);

LG1.04D - select words and phrases consistent with the particular voice and tone required for a variety of informal and formal situations (e.g., for a dramatization of a scene depicting the central conflict in a novel; for a debate on the motivation of a character in a drama);

LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

– parts of speech, including infinitives and gerunds;

– types of sentences, including compound-complex sentences;

– components of sentences, including prepositional, adjective, and adverb phrases; infinitive and gerund phrases; noun, adjective, and adverb clauses;

– agreement between subject and verb, and between pronoun and antecedent;

– consistency of verb tense and voice;

LG2.05D - select words and phrases consistent with the particular voice and tone required for a variety of informal and formal situations (e.g., for a dramatization of a scene depicting the central conflict in a novel; for a debate on the motivation of a character in a drama);

LG2.08D - analyse their own and others’ oral presentations, identifying strengths and weaknesses and developing and carrying out plans for improvement.

Subtask Planning Notes

· The teacher may wish to alternate student judges between rounds.

· This activity could be done throughout the unit. The teacher may wish to incorporate timely topics or school issues into the game.

· All rounds of Point/Counterpoint do not need to be completed by the class. The teacher should consider students’ prior knowledge of debate and oral communication skills, class time constraints, and student demonstration of skills discussed in Teaching/Learning 1 in order to discern the number of rounds to complete. The teacher’s discretion should be used.

· The teacher may wish to make the activity more challenging by transferring candy to the other team’s bowl each time a team member uses inaccurate grammar in presenting a point, paraphrase, refute, or summary. The teacher may wish to focus on a specific aspect of grammar and should review this concept before the activity begins. Suggested focusses include: subject/verb agreement, verb tense, or active and passive voice. Refer to Expectations Summary (BLM 1.2-3) for a summary of grammar/language expectations.

· The teacher should remind students to be sensitive to the feelings and opinions of others during the activity and ensure that students debate the issues presented rather than attack the beliefs of others.

Teaching/Learning Strategies

Strategies

Student Groupings

· Debating

· Expressing Another Point of View

· Problem-Solving Strategies

· Retelling

· Prompts

· Students working as a whole class

· Students working individually

1. The teacher asks students to write down a definition of the word “debate” in their notebooks. As a class, develop a common definition. The teacher provides the etymological background of the word to the class and discusses the historical and cultural context of debating. For example, the teacher might explain the idea of a talking stick used in a First Nations’ discussion forum. The teacher explains that there are different forums for debating and that debating has many levels of formality. As well, the teacher explains that individuals have been debating all of their lives. For example, a child asking for a cookie, a teen negotiating for the car, etc.

2. The teacher asks students “What kind of skills are needed in debating?” Student answers might be patience, use of voice, quick thinking, etc. The teacher adds formulating arguments, refuting arguments, listening, summarizing, extending arguments, and paraphrasing to the suggestions. The teacher explains what these skills entail and, using the statement “Seeing a concert is better than owning the CD”, models each skill. As well, the teacher informs students that a good debater is someone who can argue either side of an issue, regardless of his or her personal opinion.

3. The teacher introduces the activity Point/Counterpoint to practise debating skills. Based on the issues and developed arguments that occur during the activity, students write a persuasive essay outline for homework.

4. The teacher reviews the protocol for the activity with the students (See BLM 2.3-1 – Point/Counterpoint: Protocol). A suggested way to ensure protocol is followed is to use a reward system. For example, the teacher has two bowls of candy (one for each team). When a team member breaks a method of protocol, a piece of candy is transferred to the other team’s bowl. As well, the teacher may want to use the candy as a reward for insightful arguments. At the end of each round, the winning team is rewarded with an established number of candies from the other team's bowl.

5. The teacher asks for two students to volunteer to be judges. The two judges decide which team wins each round. Judges collaborate and give justification for their decisions. In the first round of the activity judges also summarize student arguments.

6. The teacher divides the class into two teams. Students place their desks in rows facing the opposing team.

7. The teacher explains to the teams that the issues given will increase in level of difficulty with each round. As well, requirements for the debating teams also increase. Using BLM 2.3-2 – Point/Counterpoint Rounds and Topics, the teacher writes the structure of the first round on the board.

8. Student teams choose three speakers before the topic for round one is revealed. It is decided which team will speak first. The team that argues first has an advantage in that the team can choose which side of the issue to argue. Therefore this privilege shifts with each round.

9. The teacher delivers the topic for round one. Student speakers fulfill the roles specified for round one on BLM 2.3-2 and follow allotted time constraints. The teacher may wish to choose timers to assist with this. The judges decide which team wins the round. This process is followed for each subsequent round.

10. At the end of the activity, the teacher rewards the teams with their bowls of candy. Students choose one of the topics debated and write a persuasive essay outline for homework.

11. The teacher checks student outlines for completion and informs students that they will be developing these outlines into persuasive essays in a week’s time. (See Subtask 6 Subtask Planning Notes). On this date students are expected to bring two pieces of secondary research supporting the stance taken in their outlines to class. Therefore, students are instructed to do independent research before Subtask 6.

Assessment/Evaluation Techniques

Assessment Strategies	Assessment Recording Devices
· Observation	· Anecdotal Record

Formative

· Anecdotal assessment of student arguments at the end of each round of play.

· Learning skills assessed through a homework check.

Adaptations

· Allow ESL and identified students more time to express arguments or refutes or for paraphrasing.

· Allow hearing-impaired students the option of taking on the role of timer.

Resources

Blackline Masters

BLM 2.3-1 – Point/Counterpoint: Protocol
A list of rules for the activity Point/Counterpoint.

BLM 2.3-2 – Point/Counterpoint Rounds and Topics
An outline of topics and structure for the activity Point/Counterpoint.

Subtask 4: The Power of Words

Time: 210 minutes

Description

Through reading a personal essay, students learn about tone and the use of rhetorical devices. This subtask introduces students to the types of sources and types of support used in persuasive writing. Students deconstruct persuasive pieces of writing to evaluate the credibility and validity of the argument and the secondary sources.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations

LIV.01D - read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods;

LIV.03D - identify and explain the effect of specific elements of style in a range of literary and informational texts.

Specific Expectations

LI2.03D - use knowledge of elements of opinion pieces, such as overt statement of a position or opinion, type of diction, tone, paragraphing, transition words and phrases, selective supporting detail, allusions, and appeals to authority, to understand and interpret examples of the genre (e.g., relate the position taken to the tone used in an editorial; refer to an encyclopedia to clarify a historical allusion used in a newspaper column; write an opinion piece for the school newspaper);

LI3.02D - explain how authors use stylistic devices, such as allusion, contrast, hyperbole, understatement, oxymoron, irony, and symbol, to achieve particular effects in their writing (e.g., explain the effects of the contradictory emotions or qualities expressed in an oxymoron; compare the poetic devices used in two poems on a similar theme; do research to understand a mythical allusion in a piece of literature or an advertisement and explain how the allusion enhances the theme or message in the text);

LG1.01D - identify examples of the use of idioms, euphemisms, slang, dialect, acronyms, academic language, technical terms, and standard Canadian English in oral and written work, and explain why the usage is effective in its context;

LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

– parts of speech, including infinitives and gerunds;

– types of sentences, including compound-complex sentences;

– components of sentences, including prepositional, adjective, and adverb phrases; infinitive and gerund phrases; noun, adjective, and adverb clauses;

– agreement between subject and verb, and between pronoun and antecedent;

– consistency of verb tense and voice;

LG1.06D - recognize, describe, and correct sentence errors in oral and written language (e.g., run-on sentence, comma splice, dangling modifier);

LG2.01D - communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details.

Subtask Planning Notes

· The teacher should approach the issue of welfare with caution, sensitivity, and an awareness of bias and stereotyping. Teachers will need to be vigilant when discussing these issues in the classroom.

· The teacher should be aware of and sensitive about stereotypes, bias, and student backgrounds when selecting articles for this subtask.

· The teacher may wish to assign the reading of the articles for homework prior to the lesson.

· The teacher may wish to work through an outline with the whole class before assigning the outline.

· The teacher may wish to develop an outline framework for the articles selected in advance to assist students with the outline activity.

· The teacher may wish to invite a guest who is directly involved with the issue being discussed to speak to the class prior to reading the articles.

· Alternate works for literature study are suggested in Subtask 4 Resources.

· The teacher may want to facilitate a class discussion about the topic before or after the articles are read to allow students an opportunity to express their opinions and share their personal experiences with the issue being discussed.

· The teacher may wish to assign the crossword as a timed competition.

· Before assigning the journal response, the teacher should teach a mini lesson to review the use of compound and complex sentences and the correction of sentence errors such as run-on sentences, fragments, and comma splices.

Teaching/Learning Strategies

Strategies

Student Groupings

· Learning Log/Journal

· Jigsaw

· Advance Organizer

· Inquiry

· Students working as a whole class

· Students working in small groups

· Students working individually

1. The teacher divides the class into pairs or small groups and distributes a slip of paper on which is written one of a variety of tones (serious, sarcastic, humourous, angry, sad, friendly, etc.) to group.

2. The teacher allows students a few minutes to determine how a nursery rhyme, such as “Little Miss Muffet”, could be recited using the tone that is on the slip of paper they have been given. One student from each group recites the nursery rhyme to the class. The class tries to determine what tone the presenter is using.

3. The teacher defines the word tone and asks students how they were able to determine which tone each speaker was using. Likely responses include: facial expression, body language, intonation, inflection, pauses, pace, and volume.

4. The teacher explains that writers use tone as a way to influence, persuade, or create emotion in a reader but that since they cannot use sound or physical expression they must create tone with written language.

5. The teacher reads “Is There Life After Welfare” by Annie Downey and asks students to focus on the tone while listening to the story.

6. The teacher assigns BLM 2.4-0 – ‘Is There Life After Welfare’ Literature Study and discusses students’ responses to the questions to ensure student understanding of the use of tone in persuasive writing. The teacher assigns the journal response on BLM 2.4-0 for homework.

7. The teacher provides BLM 2.4-1 – Rhetorical Devices to the students. The teacher discusses the content to ensure student understanding of the concepts.

8. The students complete BLM 2.4-2 – Rhetorical Devices Crossword for homework to provide an opportunity to apply what they have learned from BLM 2.4-1.

9. The teacher divides the class into groups of four and assigns each group a short, opinion-based article, editorial, or essay to read. These pieces should be on current issues. Half of the class reads articles defending the issue and the other half reads articles that refute the issue. Students read the piece assigned to them and determine the writers opinion, tone, and rhetorical devices used.

10. Students record these observations with a short explanation of how these devices have influenced the effectiveness of the piece and submit their findings for anecdotal assessment.

11. The teacher gives students BLM 2.4-3 – Supporting an Opinion and BLM 2.4-5 – Evaluating Your Essay for Fairness and Logical Reasoning. The teacher discusses these with the class to ensure understanding of the concepts presented. The teacher completes BLM 2.4-4 – Identification of Types of Supports with the class or assigns it to be completed independently for homework.

12. In their groups, the students deconstruct the article previously read and create an outline which identifies the author’s opinion, the major arguments, and the types of supports used to justify the opinion.

13. Students evaluate the strength of the author’s opinion based on the types, amount, and validity of the support used.

14. Students use BLM 2.4-6 – Credibility of Sources Checklist to determine whether the source read is credible.

15. The teacher creates new groups of four by combining two students who have read articles defending the issue and two students who have read articles refuting the issue.

16. In their new groups, students trade and read each other’s articles. Using their outlines as a reference, students compare the opinions, arguments, supports, and credibility of the articles.

17. The new group comes to a consensus on which article is the most convincing, based not on personal perspective, but on the credibility and support provided and the persuasive language used.

18. Students submit their outline and credibility checklist for assessment.

19. Students write about their personal opinion on the topic in their learning log/journal. They must use at least three supports for their opinion and discuss whether or not the articles read in class have influenced their opinion and in what ways.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Performance Task

· Response Journal

· Observation

· Anecdotal Record

Formative

· The teacher assesses the crossword to ensure that students have understood the rhetorical devices.

· The teacher assesses students’ participation in small group discussions for learning skills.

· The teacher anecdotally assesses the groups’ recognition and evaluation of the use of rhetorical devices and persuasive language in the article read.

· The teacher anecdotally assesses student outline and credibility checklist for understanding of terms and concepts.

· The teacher anecdotally assesses student journal responses for application of adequate supports for opinions.

Adaptations

· The teacher may wish to vary the group size according to students’ abilities.

· Pair appropriately IEP-identified and ESL students with stronger students to accommodate reading difficulties and assist with the article deconstruction.

· To offer enrichment opportunities, the teacher may wish to provide both the defending and the refuting article to certain students and allow them to complete the assignment individually.

· The teacher should provide the words for the chosen nursery rhyme to accommodate ESL students or students who may not be familiar with it.

Resources

Downey, Annie. “Is There Life After Welfare?” – personal essay in Crane, ed. SightLines 10. Scarborough: Prentice-Hall, 2000. ISBN 0-1308-2171-3

Kaur, Pretam. “As the Buffaloes Bathed” – short story in Crane, ed. SightLines 10. Scarborough: Prentice-Hall, 2000. ISBN 0-1308-2171-3

Various Periodical and Newspaper Resources
Maclean’s, Equinox, The Globe and Mail, The National Post, The Toronto Star, Scientific American, etc.

Various Television Resources
The Discovery Channel, The Learning Channel, A & E, The Nature of Things, The Fifth Estate, The Magazine, etc.

Blackline Masters

BLM 2.4-0 – ‘Life After Welfare’ Literature Study
Word Study and questions on the article “Is There Life After Welfare” by Annie Downey.

BLM 2.4-1 – Rhetorical Devices
A class note on the use of rhetoric in persuasive writing.

BLM 2.4-2 – Rhetorical Devices Crossword
A student worksheet/crossword to assist with the understanding of rhetorical devices.

BLM 2.4-3 – Supporting An Opinion
A class note on sources, their credibility and types of support for a persuasive essay.

BLM 2.4-4 – Identification of Types of Supports
A worksheet on identifying types of supports.

BLM 2.4-5 – Evaluating Essay for Fairness and Logical Reasoning
A class note on how to avoid faulty reasoning.

BLM 2.4-6 – Credibility of Sources Checklist
A student checklist to assess credibility of sources.

Subtask 5: Captivate and Motivate Your Audience

Time: 120 minutes

Description

By reading poetry and song lyrics, students are introduced to the use of persuasion in creative media works. Students apply their knowledge of research skills, persuasion, and rhetorical devices to create a poem or song.

Strand(s) and Expectations

Strand(s): Language, Writing, Media Studies

Overall Expectations

LIV.03D - identify and explain the effect of specific elements of style in a range of literary and informational texts;

WRV.01D - use a range of print and electronic sources to gather information and explore ideas for written work;

MDV.02D - use knowledge of a range of media forms, purposes, and audiences to create media works, and use established criteria to assess the effectiveness of the works.

Specific Expectations

LI2.02D - use knowledge of elements of poetry, such as stanza forms, rhyme, rhythm, punctuation, free verse, imagery, and sound devices, to understand and interpret examples of the genre (e.g., write a lyric or ballad in rhyming couplets; present a choral reading of a poem, emphasizing onomatopoeia);

LI3.01D - compare the use of diction and syntax in the work of different authors and explain how these elements enhance the theme or message (e.g., compare the use of sentence variety in paragraphs by two different authors; identify examples of archaic diction in literature from any historical period and give modern-English equivalents);

WR1.02D - locate and summarize information and ideas from print and electronic sources, including interviews, surveys, statistical data banks, reports, periodicals, and news-groups (e.g., conduct an electronic search for information on regional Canadian authors; summarize and paraphrase information and ideas in point-form notes and in graphic organizers);

WR1.04D - use the information and ideas generated, researched, and evaluated to develop the content of written work;

WR2.04D - select a voice and an appropriate level of language to suit the form, purpose, and audience of their writing (e.g., use an impersonal voice and formal language in an academic essay; use everyday vocabulary and colloquial phrasing to engage the interest of an audience of peers);

WR5.01D - identify borrowed information, ideas, and quotations and use a variety of techniques to incorporate them smoothly into written work and independent research projects (e.g., provide a context for quoted material; use transition words and phrases to link information from different sources; include a brief bibliography to identify reference materials consulted);

WR5.09 - spell specific historical, academic, and technical terms correctly;

Subtask Planning Notes

· The teacher may wish to have a guest from a local social or environmental agency visit the class to speak about an issue of concern to the school's specific community.

· The teacher may wish to extend this activity by having students chose one issue presented in the student poems/songs and have the students develop and implement a community action plan for resolving the problem. For example, if the students are concerned with the pollution of a local water system, have them organize a clean up day by enlisting the help of the local community.

· See Resources for a list of alternate poems and songs to use at the beginning of the lesson.

· The teacher should be aware of the personal connection some students may make with the issue selected for their poems and be sensitive in the assessment of the assignment content.

· Before students begin peer editing, the teacher should review the use of a dictionary, thesaurus, and word-processing language tools in the use of vocabulary selection and correction of spelling errors.

· The teacher may wish to have students share their poems with their classmates.

· The teacher should be aware of language or bias in song lyrics and use caution in selecting appropriate materials.

Teaching/Learning Strategies

Strategies

Student Groupings

· Research

· Homework

· Discussion

· Direct Teaching

· Students working as a whole class

· Students working individually

1. The teacher reads the poem “Montreal Trees” by Anne Cimon to the class and discusses the questions on BLM 2.5-1 – Montreal Trees Literature Study. The teacher uses students’ responses to the questions to initiate a discussion about the loss of green spaces as a result of urban sprawl.

2. The teacher directs students to examine the larger context of the issue by playing the song “Does Anybody Hear” by Bruce Cockburn.

3. The teacher facilitates a discussion about how both Cimon and Cockburn use poetry as a vehicle to alert people to an issue and motivate them to examine their catalytic role in either promoting or solving the issue.

4. The teacher explains that both authors have used specific formats to reach their target audiences. The teacher poses the questions:

a) Which audience is each author targeting?

b) Why do you think that the chosen format would be affective for this audience?

c) Which piece is most effective for you? Why?

5. The teacher assigns the journal response from BLM 2.5-1 – Montreal Trees Literature Study for homework and assesses it anecdotally.

6. The teacher asks students to refer to their Issues Webs to identify types of environmental and social issues.

7. The class brainstorms any additional environmental and social issues not represented in this list. The teacher writes the issues on the board and instructs students to include the additional findings onto their Issues Webs.

8. Students are provided with BLM 2.5-2 – Words for Humanity. The teacher discusses the assignment to ensure students understand the requirements.

9. The teacher briefly reviews research skills with the class.

10. The teacher allows class time for student research utilizing the teacher-librarian to assist with this task. As well, time should be provided for the editing of rough drafts.

11. Students submit the finished product for assessment. The teacher assesses students’ poems/songs using BLM 2.5-3- Rating Scale for Persuasive Poem. Students’ documentation of research is assessed using BLM 2.5-4 – Rating Scale for Works Cited Format. The credibility of secondary sources is also assessed using BLM 2.5-5 – Credibility of Sources Teacher Checklist.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Performance Task

· Anecdotal Record

· Checklist

· Rating Scale

Formative

· The teacher assesses students’ journal responses to the literature studies with anecdotal comments.

Summative

· The teacher assesses students’ poems for the effective use of persuasive language and support for an opinion using a rating scale.

· The teacher assesses students’ Works Cited list to ensure correct format using a rating scale.

· The teacher assesses students’ research notes to ensure the use of credible sources using a checklist.

Adaptations

· For research purposes only, the teacher may wish to pair identified IEP and ESL students with stronger English students.

· The teacher may wish to provide resources for students who may have difficulty locating resources themselves.

· As an enrichment activity the teacher may have students look into the historical reality of Cimon’s poem “Montreal Trees” by researching events in Montreal’s or Quebec’s histories such as Jacques Cartier's arrival in 1534, the Battle of the Plains of Abraham in 1759, the Quebec Act of 1774, or the “sign law” of 1988.

· As a second enrichment activity, students may compose music to accompany their song lyrics.

Resources

Callwood, June. “The Country of the Poor” – article in Conrad, Ronald, ed. The Act of Writing: Canadian Essays for Composition. Toronto: McGraw Hill Ryerson, 1990. ISBN 0-07-54979201

Cameron, Stevie. “Please Come For Dinner” – novel excerpt in Crane, ed. SightLines 10. Scarborough: Prentice-Hall, 2000. ISBN 0-1308-2171-3

Cimon, Anne. “Montreal Trees” – poem in Borovilos, John, ed. Images: Canada Through Literature. Scarborough: Prentice-Hall, 1996. ISBN 0-13-255852-1

Dumont, Marilyn. “Not Just A Platform For My Dance” – poem in Crane, ed. SightLines 10. Scarborough: Prentice-Hall, 2000. ISBN 0-1308-2171-3

Durrell, Lee. “State of the Arc” - case study. London: Double Day, 1986. ISBN 0-385-23668-9

Fraser, Sylvia. “My Father’s House” – memoir.

Livesay, Dorothy. “A Cup of Coffee” – short story in Borovilos, John, ed. Images: Canada Through Literature. Scarborough: Prentice-Hall, 1984. ISBN 0-13-2558-52-1
A short story which deals with the theme of poverty.

Maillet, Antonine. “The Trade” – short story in Crane, ed. SightLines 10. Scarborough: Prentice-Hall, 1999. ISBN 0-1308-2171-3

McLaren, Christie. “Suitcase Lady” - article in Conrad, Ronald, ed. The Act of Writing: Canadian Essays for Composition. Toronto: McGraw Hill Ryerson, 1990. ISBN 0-07-54979201

Miller, G. Tyler. Living in the Environment. Belmont, California: Wadsworth, 1992.
ISBN 0-534-165-60-5

Newman, Peter C. “Trees are a Renewable Resource But Forests Are Not” – essay in Borovilos, John, ed. Images: Canada Through Literature. Scarborough: Prentice-Hall, 1996. ISBN 0-13-255-852-1

Ross, Sinclair. “The Lamp at Noon” – short story in Borovilos, John, ed. Images: Canada Through Literature. Scarborough: Prentice-Hall, 1986. ISBN 0-13-255852-1
A short story set in the prairies during the Depression and it relates the conditions of poverty during that time.

Suzuki, David. “Hidden Lessons” – article in Conrad, Ronald, ed. The Act of Writing: Canadian Essays for Composition. Toronto: McGraw Hill Ryerson, 1990. ISBN 0-07-54979201

Various Magazines – Chatelaine, Equinox, Maclean’s, etc.

Various Newspapers – The Globe and Mail, The National Post, The Toronto Star, etc.

Video and Songs

10 000 Maniacs. “Trouble Me”, Blind Man’s 200.

Bugajski, Richard, director. Clearcut.
A 1992 film about clear cutting in BC’s forests.

Chapman, Tracy. “Behind the Wall”, Tracy Chapman.

Chapman, Tracy. “The Rape of the World”, New Beginnings.

A Civil Action. (movie)

Cockburn, Bruce. “Does Anybody Hear If a Tree Falls”, Stealing Fire.

O’Connor, Sinead. “Famine”, Universal Mother.

Pearl Jam. “Jeremy”, Ten.

U2. “Red Hill Mining Town”, The Joshua Tree.

Other

Environmental Groups
World Wildlife Federation, Artists for the Environment, Friends of Temagami, etc.

Local Social Agencies
Women’s Shelters, crisis centres, homeless shelters, missions, drug rehabilitation centres, A.A.

Local Emergency Services – Police or Hospitals

Various Television Programs – The Discover Channel, The Learning Channel, The Nature of Things, etc.

Blackline Masters

BLM 2.5-1 – Montreal Trees Literature Study
Word Study and questions on Anne Cimon’s poem “Montreal Trees.

BLM 2.5-2 – Words for Humanity
An assignment requiring research to produce a persuasive poem or song on an environmental or social issue.

BLM 2.5-3 – Rating Scale for a Persuasive Poem
A rating scale for a persuasive poem or song.

BLM 2.5-4 – Rating Scale for Works Cited Format
A rating scale to assess a Works Cited.

BLM 2.5-5 – Credibility of Sources-Teacher Checklist
A rating scale to assess the quality and persuasiveness of language and supports used in a media work.

Subtask 6: Checkpoint

Time: 140 minutes

Description

This subtask is the continuation of Subtask 3. Students discuss ideas, read informational texts, and extend developed arguments in order to produce a persuasive essay which allows them to demonstrate their writing skills and techniques.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations

LIV.01D - read and demonstrate an understanding of a range of literary and informational texts, both contemporary and from historical periods;

WRV.01D - use a range of print and electronic sources to gather information and explore ideas for written work;

WRV.03D - use a variety of organizational techniques to present ideas and information logically and coherently in written work.

Specific Expectations

LI1.02D - select and read a range of texts for different purposes, with an emphasis on recognizing the elements of literary genres and the organization of informational materials, evaluating print and electronic materials as sources of information, and comparing personal ideas and values with those in texts (e.g., read multicultural short fiction to deepen their understanding of Canada’s diversity; assess the usefulness of a manual for a software application; develop a “profile” of a character in a play by Shakespeare or a novel and then role-play an interview with the character);

WR1.04D - use the information and ideas generated, researched, and evaluated to develop the content of written work;

Subtask Planning Notes

· Previous to this lesson, the teacher should remind students to come prepared with their outlines and two valid research sources complete with bibliographic information for their Works Cited list.

· The teacher should teach a mini-lesson on the proper format and punctuation used to incorporate quotations in a formal piece of writing.

· The teacher may wish to find an example of an essay to model persuasive writing.

· The teacher should provide access to computers for completion of final copies of the persuasive essays.

Teaching/Learning Strategies

Strategies

Student Groupings

· Collaborative/Co-operative Learning

· Oral Explanation

· Advance Organizer

· Discussion

· Expository Text Frames

· Students working as a whole class

· Students working in small groups

· Students working individually

1. The teacher asks students to take out the persuasive essay outlines developed after the Point/Counterpoint activity. The teacher checks to see that each student has completed the independent research and has brought this research to class.

2. The teacher provides BLM 2.6-1 – What Makes a Good Persuasive Essay and BLM 2.6-2 – Persuasive Essay Writing and the Great Canadian Game of Hockey. The teacher discusses what is required in a persuasive essay and briefly reviews the use of rhetorical devices, transitions, paragraph structure, and tone. The teacher gives students BLM 2.6-4 – Persuasive Essay Assessment Rubric and reviews the levels of achievement.

3. The teacher divides students into groups based upon the topics they have chosen to argue in their outlines. Larger groups should be divided into smaller groups of three or four. Students in groups may be arguing opposing sides of the issue as long as the topic is the same.

4. The teacher gives students BLM 2.6-3 – Persuasive Essay Outline Framework. Using the framework as a guide, students compare their essay outlines, share their research, and read informational texts in order to identify valid support for their own arguments.

5. Based on their outlines and the anecdotal feedback from peers, students individually write a persuasive essay to be marked summatively using BLM 2.6-4 – Persuasive Essay Assessment Rubric. Students are expected to employ rhetorical devices and incorporate the research materials. Therefore, students complete a Works Cited list to be evaluated using BLM 2.6-5 – Rating Scale for Works Cited Format. The Works Cited list is summatively assessed.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Essay

· Questions and Answers (Oral)

· Self-Assessment

· Anecdotal Record

· Rubric

· Rating Scale

Formative

· Students’ outlines will be anecdotally assessed by peers.

Summative

· Students’ Works Cited are evaluated for completion and format using a rating scale.

· Students’ persuasive essay outlines are assessed for structure, validity, and coherence using a rating scale.

· Students’ persuasive essays will be assessed using a rubric.

Adaptations

· Group sizes may be modified to accommodate students with an IEP or ESL needs.

Resources

Blackline Masters

BLM 2.6-1 – What Makes a Good Persuasive Essay
A class note on the organization of a persuasive essay

BLM 2.6-2 – Persuasive Essay and the Great Canadian Game of Hockey
A class note on the steps to writing a persuasive essay.

BLM 2.6-3 – Persuasive Essay Outline Framework
A student outline for a persuasive essay.

BLM 2.6-4 – Persuasive Essay Assessment Rubric
An assessment rubric to be used for formative evaluation of student persuasive essays.

BLM 2.6-5 – Rating Scale for Works Cited Format
A rating scale for the format of a Works Cited.

Subtask 7: The Great Debate

Time: 465 minutes

Description

Students prepare and present a formal debate on a controversial issue in order to demonstrate their proficiency with oral argumentation.

Strand(s) and Expectations

Strand(s): Literature Studies and Reading, Writing, Language

Overall Expectations

WRV.01D - use a range of print and electronic sources to gather information and explore ideas for written work;

LGV.02D - use a range of print and electronic sources to gather information and explore ideas for written work.

Specific Expectations

WR1.01D - investigate potential topics by formulating questions, identifying information needs and purposes for writing, and developing research plans to gather data (e.g., identify and rank focus questions; identify key words and electronic search terms to structure research; determine which sources of information are most relevant to the purpose for writing);

LG1.05D - recognize, describe, and use correctly, in oral and written language, the language structures of standard Canadian English and its conventions of grammar and usage, including:

– parts of speech, including infinitives and gerunds;

– types of sentences, including compound-complex sentences;

– components of sentences, including prepositional, adjective, and adverb phrases; infinitive and gerund phrases; noun, adjective, and adverb clauses;

– agreement between subject and verb, and between pronoun and antecedent;

– consistency of verb tense and voice;

LG2.01D - communicate orally in group discussions for different purposes, with a focus on identifying explicit and implicit ideas and comparing and contrasting key concepts and supporting details

LG2.04D - plan and make oral presentations independently, adapting vocabulary and using methods of delivery to suit audience, purpose, and topic (e.g., identify purpose and audience; gather ideas and information; plan, create, rehearse, and revise presentations such as dramatizations, panel discussions, and debates; assess their work independently and with help from peers);

LG2.08D - analyse their own and others’ oral presentations, identifying strengths and weaknesses and developing and carrying out plans for improvement.

Subtask Planning Notes

· Teachers may wish to videotape student debates to facilitate student preparation of individual essays, allow for student self-assessment, and allow for teacher assessment at a later time.

· The teacher may wish to assign specific topics, or limit topic choices, depending upon resources available in the school library. As well, the resource teacher should be informed of student research in advance so resources will be readily available.

· The teacher may wish to modify debate procedures, use other debate formats (Parliamentary, World style, cross examination) and/or choose to form larger or smaller groups.

· The teacher may wish to invite senior students and/or other teachers to act as judges for the debates.

· If possible, the teacher should show students a videotape of a formal debate. The teacher could use the videotaped debate to point out different debating styles, use of persuasive language, and use of formal language. The teacher may wish to have students record the arguments presented and the evidence used to support the arguments in order to have students decide which debater is more persuasive and why.

Teaching/Learning Strategies

Strategies

Student Groupings

· Brainstorming

· Collaborative/Co-operative Learning

· Debating

· Note-Making

· Research

· Students working individually

· Students working in small groups

1. The teacher instructs students to assemble into groups of six.

2. The teacher refers student groups to their Issues Webs class note (See BLM 2.2-2). Student groups review the list of controversial topics and decide upon one issue that they wish to explore further. The teacher may wish to avoid topics of abortion or capital punishment as these topics are emotionally explosive.

3. In a full class discussion, the teacher reviews persuasive language, bias, rhetorical devices, and oral presentation skills. As well, the teacher reminds students that issues are multifaceted (See BLM 2.2-2 – Issues Web) and that, depending upon the perspective taken, the approach and the opinion about the issue will vary. The teacher instructs student groups to examine all possible perspectives when completing their research.

4. The teacher presents BLM 2.7-1 – Components of a Formal Debate and discusses it thoroughly to ensure students’ understanding.

5. The teacher assigns BLM 2.7-2 – Preparing for a Formal Debate.

6. The teacher allots class time for students’ research (See Notes to Teacher) utilizing teacher librarian and school Internet facilities for this purpose.

7. Once students’ research is completed, the teacher reminds students to refer to their note on the structure and format of the debate (See BLM 2.7-1) and allows student groups one period to organize their information and practice their persuasive speaking techniques. During this period the teacher provides access to computer labs. The teacher has the students note that, due to the group sizes, each group will have two recorders who will introduce and summarize the arguments. (See BLM 2.7-1). The teacher distributes a Debate Group Checklist (See BLM 2.7-3) to each group and instructs students to check their group progress.

8. Student groups present their debates. The debaters will be assessed summatively by the teacher using BLM 2.7-4 – Debater’s Role – Debate Assessment Rubric. The recorders will be assessed using BLM 2.7-6 – Recorder's Role – Debate Assessment Rubric. The arguments will be assessed by peers or specified judges using BLM 2.7-5 – Persuasive Debate - Peer Evaluation. The teacher allows a reprieve between debates for students’ questions, clarification, evaluation, and judgement.

Assessment/Evaluation Techniques

Assessment Strategies

Assessment Recording Devices

· Essay

· Classroom Presentation

· Rubric

· Checklist

· Rating Scale

Summative

· Students’ debates will be assessed by the teacher using a rubric and by peers using a rating scale.

Adaptations

· Remediation: The teacher provides a simple topic and a list of specific resources.

· Enrichment: The teacher creates groups of three (one affirmative debater, one negative debater, and one moderator).

· The teacher provides alternate opportunities for students whose cultural backgrounds may inhibit their participation in a debate format.

Resources

BLM 2.7-1 – Components of a Formal Debate
A class note on debate terminology, rules, and layout.

BLM 2.7-2 – Preparing for a Formal Debate
A class note on the steps needed for planning a formal debate

BLM 2.7-3 – Debate Group Checklist
A checklist for groups to use when preparing their arguments.

BLM 2.7-4 – Debater’s Role – Debate Assessment Rubric
A rubric to assess the debater

BLM 2.7-5 – Persuasive Debate – Peer Evaluation
A point system to assist judges and peers in keeping track of arguments and deciding the winning team.

BLM 2.7-6 – Recorder’s Role – Debate Assessment Rubric
A rubric designed to assess the role of the group recorder.

BLM 2.1-1

Sample Persuasive Essay T-Chart

PART A: T-Chart

Thesis (claim):

Homework should (or should not) be assigned to students on a daily basis.

PROS		CONS
1.	It provides a review for the day’s lessons.	1.	If all teachers assign homework on a daily basis the students will have a heavy workload.
2.	It develops proper work habits.	2.	It cuts down on the time when students could be employed.
3.	It encourages self-discipline.	3.	It adds to students’ stress levels.
4.	It keeps students busy so they do not get into trouble.	4.	It could lead to poor sleep habits.
5.	It saves time in class for classroom activities.	5.	It cuts down on the students’ leisure time with family and friends.
6.	It provides an opportunity for independent learning.	6.	Completion of homework can be too difficult without teacher assistance.
7.		7.
8.		8.

PART B: Organizer

CRITERIA - PROS CRITERIA - CONS

1. 1.

2. 2.

3. 3.

BLM 2.1-2

Persuasive Argument

Working in groups of three, choose a topic from the following list:

A. School uniforms should / should not be mandatory.

B. Food and drinks should / should not be allowed in classrooms.

C. Students should / should not be allowed to wear hats in school.

D. School property should / should not be a smoke free zone.

Steps to follow:

1. Discuss the topic with your group members.

2. On chart paper, make a T-chart that lists the pros (should) and cons (should not) of your chosen topic. Follow the sample discussed in class.

3. Organize your ideas and develop criteria from your T-chart. List your criteria in order of validity and strength.

4. Choose group members to present the pro side and the con side to the class. Have the third group member comment on the argument and decide which side (pro or con) is stronger. The group member must indicate why the argument chosen is the better one.

BLM 2.2-0

Short Story Study Questions

"And The Lucky Winner Is ..."

By Monica Hughes

Word Study

Find a definition for each of the following words used in the story:

telekinesis furrow obscuring pallidly

garish caduceus regeneration neurological

wryly feinting permeable honing

Literature Study

1. At the beginning of the story the narrator says that Jon’s gift “was a burden he would happily cast off...To be free”. Identify three ways that Jon’s gift can be seen as a burden. What type of freedom would he gain if he lost the “gift”?

2. What things does Peri say to persuade Jon to use his telekinetic powers to help Nev? How does this affect Jon’s ability to deal with his internal conflict?

3. Make a chart that lists at least three pros and three cons to the decision facing Jon.

4. An oxymoron is a literary device that combines two apparently opposite ideas together, such as fiery ice. Identify one oxymoron used in the story and explain the effect it has on the reader. As well, identify the best example of each of the following: simile, metaphor, onomatopoeia, personification. How does each add to your enjoyment of the story?

“Lather and Nothing Else”

By: Hernando Tellez

Word Study

Find a definition for each of the following words used in the story.

foray revolutionary rejuvenated regime conscientious

Literature study

1. What is the cause of the barber’s nervousness in relation to his special customer?

2. What inner conflict in the barber is revealed by this encounter?

3. Identify at least three reasons that the barber gives for not killing the Captain.
Do you agree with the barber’s decision? Why or why not?

4. Find an example of an oxymoron, a metaphor, and onomatopoeia from the story and explain the purpose of each in the story.

Journal Response

Jon from “And the Lucky Winner Is” and the barber from “Lather and Nothing Else” are faced with situations which require them to examine their morals and values. In your learning log/journal examine a time when you have had to make a moral decision. What were the pros and cons of the possible choices? What questions did you have to ask yourself before you made the decision? Do you think that you made the right decision? Why?

BLM 2.2-1

Types of Issues

HISTORICAL:

The analysis of an issue’s development over a period of time or an issue relevant during a specific time period. Examples: First Nations’ rights, a woman’s right to vote, Confederation, etc.

SOCIAL:

Issues concerned with mutual relations of human beings or of classes of human beings; of, or relating to, society and its organization. Examples: homelessness, teen pregnancy, poverty, etc.

POLITICAL:

Issues concerning the governing of a society at a municipal, provincial, or federal level. Examples: gun laws, Separatism, the Young Offender’s Act, etc.

GLOBAL:

Issues concerning the international arena and its functioning. Examples: nuclear warfare, United Nations peacekeeping, the regulation of international waters, etc.

LOCAL:

Issues decided at a municipal or community level (cities, towns, villages, etc.). Examples: waste disposal, parking, zoning bylaws, etc.

ENVIRONMENTAL:

Issues pertaining to our environmental surroundings and their use (animals, water, forests, air, etc.). Examples: clearcutting, pollution, greenhouse effect, etc.

SCIENTIFIC:

Issues that have a basis in scientific investigation and discovery. Examples: cloning, animal testing, genetic engineering, etc.

ECONOMIC:

Issues affected by, or affecting, the monetary system of a society. Examples: taxation, national debt, foreign aid, etc.

BLM 2.2-2

The Issues Web

BLM 2.2-3

Teacher Resource: Suggested Issues

HISTORICAL:

First Nations’ issues, gender equality, free trade, proactive selection or hiring policies, civil wars, reformation, slave trade, intellectual repression, etc.

SOCIAL:

same sex benefits, homelessness, child abuse, teen pregnancy, drug/alcohol abuse, sexual assault, prostitution, violence in the media, age of majority, violence in sports, legalization of marijuana, prejudice, breastfeeding in public, poverty, illiteracy, daycare, paternity leave, abuse of the aged, condition of the family unit, etc.

POLITICAL:

UN intervention in civil action, welfare/workfair, free trade, gun laws, Separatism, political ideologies (ex. Canadian versus American health care systems), censorship, the seal hunt, nuclear weaponry, the Young Offender’s Act, freedom of speech, unions, prison reform, etc.

GLOBAL:

International waters, children’s rights, famine, international Olympic Committee, abuse of human rights, refugee status, war crimes, political asylum, genocide, aging population, world population explosion, etc.

LOCAL:

fishing rights, waste disposal, gang fights, smoking in restaurants, the bear hunt, parking issues, school uniforms, zoning bylaws, bookbags in stores, halfway houses, skateboarding, amalgamation of townships, historical site protection, community development, recreation facilities, in-line skating, etc.

ENVIRONMENTAL:

hazardous waste clean up, exportation of natural resources, logging and clearcutting, animal rights, ecoterrorism, pollution control, recycling, oil spills, space junk, desertification, depletion of fresh water, littering, greenhouse effect, depletion of the rainforest, transplanting of species, energy crisis/conservation, urbanization, etc.

SCIENTIFIC:

genetic engineering, cloning, organ transplants, abortion, euthanasia, fertility drugs, nature vs. nurture, performance enhancement drugs in sports, use of fetal tissue, animal testing, biological warfare, overuse of antibiotics, etc..

ECONOMIC:

standard of living, Gross National Product, World Bank control of currency, business monopolies, regional differences in cost of living, Old Age Pensions, etc.

BLM 2.2-4

Value Systems

What are values and morals?

Values are an individual’s judgement of what is important in life. Morals are one’s beliefs about what is good or bad, right or wrong. One’s moral beliefs influence one’s values.

Personal Value Systems

One’s system of values is determined by one’s heritage in the following areas:

family culture geography

religion language nationality

race politics community

society history

It is also influenced by one’s gender, age, education, and economic backgrounds. Since these factors of determining value systems are different for each individual, each individual’s value system remains very personal and unique.

Changing Values

Morals and value systems change throughout one’s life and throughout human history depending upon the circumstances and situations one encounters in one's environment.

Examples of change:

1. In the twenty-first century North Americans value the space program, whereas in the sixteenth century, Copernicus was persecuted for his theories of astronomy.

2. In Canada one hundred years ago, it was considered morally unacceptable for women to wear trousers, but today, for the majority, this is no longer a moral issue.

Different Values

Because value systems are so personal, the expression of beliefs often results in conflict. To avoid conflict and encourage the discussion of different ideas about topics it is necessary that we all respect and listen to the beliefs of others. This willingness to accept beliefs based on values different from our own as valid and permissible for other individuals is called tolerance.

BLM 2.3-1

Point/Counterpoint: Protocol

· All team members must participate equally.

· All team members must try to take on the role of point maker and paraphraser.

· The team must specify speakers before each round begins.

· Judges’ decisions are final and not arguable.

· Only the designated speakers may speak during the round.

· No interruptions or talking during the rounds.

· No personal attacks.

· Speakers must limit points to one argument only.

· Insightful or well-expressed arguments may be rewarded based on the discretion of the teacher and/or judges.

· Speakers must follow designated time limits:

Points - 1 minute

Refute - 30 seconds

Summary - 30 seconds

Paraphrase - 30 seconds

BLM 2.3-2

Point/Counterpoint Rounds and Topics

Round One - 3 speakers per team

Topic: Which are better, cats or dogs?

Team A	Team B	Judge A
1. Point	2. Point	Summarizes arguments
3. Point	4. Point	Judge B
5. Point	6. Point	Chooses winner/justifies

Round Two - 3 speakers per team

Topic: Which are better, sitcoms or one hour dramas on TV?

Team A	Team B	Judge A
2. Point	1. Point	Summarizes arguments
4. Point	3. Point	Judge B
6. Point	5. Point	Chooses winner/justifies

Round Three - 4 speakers per team

Topic: Youths should/should not be allowed to bring knapsacks into stores.

Team A	Team B	Judge A
1. Point	2. Paraphrase/ New Point	Judge B
3.Paraphrase/ New Point	4. Paraphrase/ New Point	Choose winner/justify
5. Paraphrase/ New Point	6. Paraphrase/ New Point
7. Summary/Conclusion	8. Summary/Conclusion

Round Four - 7 speakers per team

Topic: In-line skates/skateboards should/should not be banned from public facilities.

Team A	Team B	Judge A
2. Paraphrase	1. Point	Judge B
3. Point	4. Paraphrase	Chooses winner/justify
6. Paraphrase	5. Point
7. Point	8. Paraphrase
10. Paraphrase	9. Point
11. Point	12. Paraphrase
14. Summary/Conclusion	13. Summary/Conclusion

BLM 2.3-2 (Continued)

Round Five - 8 speakers per team

Topic: Fighting should/should not be allowed in hockey.

Team A	Team B	Judge A
1. Introduction	2. Introduction	Judge B
3. Point	4. Paraphrase	Chooses winner/justify
6. Paraphrase	5. Point	Indicate strongest point made
7. Point	8. Paraphrase
10. Paraphrase	9. Point
11. Point	12. Paraphrase
14. Paraphrase	13. Point
15. Summary/Conclusion	16. Summary/Conclusion

Round Six - 8 speakers per team

Topic: There should/should not be stricter punishments for littering.

Team A	Team B	Judge A
2. Introduction	1. Introduction	Judge B
4. Refute	3. Point	Chooses winner/justify
5. Point	6. Refute	Indicate strongest point made
8. Refute	7. Point	Indicate strongest refute made
9. Point	10. Refute
12. Refute	11. Point
13. Point	14. Refute
16. Summary/Conclusion	15. Summary/Conclusion

Round Seven - 8 speakers per team

Topic: CDs should/should not have explicit lyric label warnings.

Team A	Team B	Judge A
1. Introduction	2. Introduction	Judge B
3. Point	4. Refute	Chooses winner/justify
6. Refute	5. Point	Indicate strongest point made
7. Point	8. Refute	Indicate strongest refute made
10. Refute	9. Point	Summarize arguments
11. Point	12. Refute
14. Refute	13. Point
15. Summary/Conclusion	16. Summary/Conclusion

BLM 2.4-0

Is There Life After Welfare?

by Annie Downey

Literature Study

Word Study

Find definitions for the following words based on how they are used in the article:

welfare burden unmitigated caseworker housing grants

Comprehension Questions

1. The author begins with a description of herself.

(a) Identify three words she uses to describe herself in paragraph one.

(b) Why does she start with these words?

2. Hyperbole is a deliberate exaggeration for effect. What effect is achieved by the author when she states, “For five years I’ve exited unnoticed”?

3. Metaphors are used in speech to link one idea to another using words or ideas with which the reader can identify. What link is being made by the author when she uses the metaphor in the line, “I grasp the cord”?

4. What is ironic about the author’s life on welfare and the view she has (and believes others have) of people who are on welfare?

5. The last three paragraphs are descriptions of the author. What statement is the author making about herself by using the order she has (statistics then character) in her self-description?

6. What is the thesis of the article? Explain how you know using support from the article.

Journal Response

In your learning log/journal write a response in which you comment on the welfare system based on the article “Is There Life After Welfare”. Base your response on your own observations or personal experiences as well as the article.

BLM 2.4-1

Rhetorical Devices

Biased Language

Bias is the predisposition of a writer toward the particular subject about which he/she is writing. Often this bias is established through the specific words that the writer uses. The dictionary definition, or literal meaning, of a word is called its denotation. In addition to this, many words have implied meanings. Each of these implied meanings is the connotation of the word.

For example, all of the following words have very similar denotations but their connotations are very different.

perfume scent odour stench

The first two words have positive connotations while the last two have negative connotations.

Hyperbole

An hyperbole is an overstatement or exaggeration which helps to emphasize a point.

Examples: I have a million things to do today.

You are always talking.

Understatement

An understatement makes light of a point by representing it as being less than it is.

Examples: Jalapeño peppers may make your mouth tingle a bit.

The roads were a little slippery after the giant ice storm.

Rhetorical Question

A rhetorical question is asked merely for effect with either no answer expected or an obvious answer implied.

Example: Are you enjoying learning about rhetorical language?

Repetition

The repeating of words or phrases for emphasis.

Examples: English class is very, very, very fun.

Rhetorical devices are so neat. Rhetorical devices are so cool.

Rhetorical devices are so neat. Look what can be learned at school!

Irony

Irony is the use of a word or phrase to mean the exact opposite of its literal meaning.

Example: After a boring party one might say, “It was a terrific night!”

Allusion

An allusion is a direct or indirect reference to a well-known person, place, thing or event that the writer assumes the reader is familiar with.

Example: When I was younger, I always wanted a rubber duckie like Ernie’s.

BLM 2.4-2

Rhetorical Devices Crossword

		1		2

			3

						4	5	6		7
	8		9		10
			11
	12
									13


					14

15								16
			17

				18

ACROSS		DOWN
1.	Hyperbole - The teacher was ________ __________ 2 words).	2.	Hyperbole - You are ______________ ________________ (2 words) at yourself in the mirror.
3.	City Allusion - The school hallways were as busy as Times Square at rush hour.	4.	A word for intelligent that has a positive connotation.
6.	A word for thrifty that has a negative connotation.	5.	Historical Allusion - The rats were as large as those that infested the trenches.
8.	A word for dog that has a negative connotation.	7.	Understatement - This year’s Stanley Cup champions are ____________ players.
11.	Mythological Allusion - Her face was as beautiful as the one that launched a thousand ships (3 words).	9.	Movie Allusion - Click your heels three times and say “there’s no place like home” (4 words).
14.	Hyperbole - I have been writing for my _____________ ____________ (2 words).	10.	Understatement - When I had food poisoning, I was feeling ________ the ___________ (2 words).
15.	A word for big that has a positive connotation.	12.	A word for thin that has a positive connotation.
16.	A word for old woman that has a negative connotation.	13.	A word for fragile that has a positive connotation.
17.	A word for different that has a negative connotation.
18.	Hyperbole - The boring speech went on _____________.

BLM 2.4-2 (Continued)