Are we ready for research? Our next step, now that we have completed a research study of Northern Ireland, will be to select a country in conflict, either from the past or the present, and write a research paper about it. Who are the players in your country’s conflict? Which side is most justified in their beliefs about this conflict, in your opinion? What evidence can you cite to justify your claim, or the side you have taken?
While preparing to write, you will
create a timeline of events in the conflict.
identify and annotate (T-chart) articles and videos about your country.
identify and read personal stories of people involved in the conflict.
To make sure we’re ready, let’s test ourselves first.
While taking the quiz below, you will think about the following:
Did I take good enough notes during our practice unit to recall what I read and the videos I viewed?
Can I remember the personal stories we read together? Stories such as these will add interest and importance to your paper. You will tell a personal story from someone involved in the conflict in the opening of your research paper.
Did I understand the events I recorded on my timeline?
Take the quiz on the form below, and share your completed form to ssmith@muhsd.org. You may use any notes, articles, videos, and/or timelines you used/created during the unit to help you answer the questions. Links to related articles and videos can be found by searching freedom on this website, and selecting the unit “Freedom: Is it really free?”
Each of us is born with a purpose in this world. It’s incumbent upon us to find that purpose.
Some are tasked with caring for another person. Really, aren’t we all tasked with this somehow? In “The Scarlet Ibis,” Brother grows into that task throughout the story. But does he do it in time? Let’s find out.
But before we read, let’s watch two videos about young people who are equal to the task. Notice that their circumstances are very different.
Then do the following:
1. Create a T-Chart for each video. Record at least five facts and three thoughts for each.
2. Write a paragraph for each keeping the video in mind, but answering the following:
Would you help your brother or sister this way? Why or why not? How could YOU make a difference in your family?
Now add the following vocabulary words to your vocabulary notebook. You will need the definitions to complete the study guide included below, under the story:
simile
metaphor
alliteration
personification
symbol
tenor
vehicle
compassion
empathy
courage
setting
climax
NOW READ:
Download the story below. Divide the story into at least five sections. For each section, record one MAIN IDEA and three DETAILS, or supporting ideas.
No matter how hard we try, or what our intentions might be, sometimes our best laid plans just go wrong.
How do we adapt when life does not go as planned? Are we sometimes our own worst enemy?
John Steinbeck, considered one of the great American authors, considered these very questions. Download his novel “Of Mice and Men” from the link below and save it to your desktop.
1. Our first assignment will be to READ CHAPTER ONE.
Then,
CREATE a double entry journal (t-chart) about the facts in Chapter 1.
USE A COLLECT-IT SHEET to improve your notes.
WRITE A SHORT SUMMARY of Chapter 1 in your journal.
CREATE A POSTER showing the title of the book, the words “Chapter 1,” the author’s name, and a drawing of a scene from Chapter 1. Write your name on the back of the poster.
2. Do the same for Chapter 2.
3. On your electronic copy of the book, highlight AT LEAST three unfamiliar vocabulary words per chapter.
4. Include all of these vocabulary words in the double entry journal (t-chart) for the Chapter. Then, put each of these new words into your Vocabulary Notebook 1.
Let’s be real – we came to Sequoia for a reason. Some of us may have committed an expellable act. Some of us may have earned too many demerits. Most of us are just missing credits, but let’s ask ourselves: how did that happen? Could I have been more responsible?
YOU WANT A HIGH SCHOOL DIPLOMA or you would not be sitting here right now, looking at this lesson. Without a diploma, it will be difficult to impossible to find the work you will need to get that apartment, own that car, have the life I know you hope for. It will be equally difficult to be the PARENT you know your children will need and deserve, without the self control of a responsible adult.
Do more than hope. EMBRACE THE BEHAVIORS THAT WILL EARN YOU A CHANCE IN THIS WORLD.
Let’s start by trying the lessons below. The first few will deal directly with WHO YOU ARE and how you conduct yourself at school and in life. Work through them with an open mind and an open heart; be ready to BE THE CHANGE you need to see, and to take hold of your future.
HOME VS. SCHOOL BEHAVIOR
You’ll need some blank paper or your journal if you have one, and three index cards for this unit.
You’ll need two T-charts for this one and some index cards.
Take notes on the T-charts.
On each page with links to websites, select one link, tell the name and subject of the website on an index card, and list at least three important facts from that website on the back of the index card.
TAKE NOTES: Watch the videos below and use a T Chart to record as many ideas from each as you can. 10 points per idea. Then, take your ideas charts and DEVELOP THEM into three paragraphs each.
VIDEO ONE:
From the video below, select the person with whom you identify most. Research this person and find out HOW he or she succeeded, and describe how. Then tell me: how are you similar to that person; how are you different? What can YOU do to make your life all you want it to be?
PARAGRAPH ONE: TELL A QUICK PERSONAL STORY ABOUT THE PERSON YOU HAVE CHOSEN TO CAPTURE MY INTEREST. THEN TELL ME THE MAIN IDEA: THIS PERSON WENT FROM FAILURE TO SUCCESS.
PARAGRAPH TWO: RESEARCH THE PERSON YOU HAVE CHOSEN. WHAT DID THIS PERSON DO TO BECOME A SUCCESS?
PARAGRAPH THREE: USE THE FOLLOWING TO HELP YOU – I AM VERY SIMILAR TO ___________ BECAUSE I _______________. HOWEVER, WE ARE DIFFERENT BECAUSE ________________. IN MY LIFE, I KNOW I CAN BECOME SUCCESSFUL BY __________________.
PARAGRAPH FOUR: SUM UP YOUR MAIN IDEA. START LIKE THIS, OR USE YOUR OWN WORDS – IN CONCLUSION, A DIFFICULT START CAN STILL LEAD TO A SUCCESSFUL FUTURE. IF _________________SUCCEEDED BY _________________, I CAN SUCCEED BY ________________.
VIDEO TWO:
This video will inspire you to succeed by giving you several ideas for HOW to be successful. Use your T-chart to help you write the following.
PARAGRAPH ONE: DESCRIBE THE VIDEO AND TELL THE MAIN IDEA OF IT. Be as colorful and inspirational as you can.
PARAGRAPH TWO: DESCRIBE HOW THE IDEAS IN THIS VIDEO ARE IMPORTANT TO SUCCESS.
PARAGRAPH THREE: DESCRIBE HOW THE IDEAS IN THIS VIDEO CAN AND WILL APPLY TO CHANGES YOU WILL MAKE IN YOUR LIFE.
Now read/review the article. While reading/reviewing, record ten facts or thoughts about doodling on a Print Material Note Sheet (T Chart). Include at least one doodle in your notes. For extra credit, you can find an additional article or video on the internet about why and how doodling is good for you. Make notes on the articles or videos you choose – ten thoughts or facts, and at least one doodle. Turn in your note sheets to me.
Doodling can, but doesn’t have to, include any of several elements. They can include
Line
Shape (flat)
Form (3D)
Color – CREATE A MOOD!!
Shading
Improvisation
A THEME
The main thing is just to get started. Below is a link to a website which includes dozens of patterns and ideas for doodling. Warm up by going to the website, selecting one or more patterns, and practicing by filling a page with these patterns.
Here are a couple of videos which show examples of how “master doodlers” do their work.
Below is a link with an online Rubik’s Cube game, and a video showing the solution to May 19th’s Google Doodle of Rubik’s Cube. Google is celebrating the 40th anniversary of the game with a signature doodle. The game will only be on Google May 19th, 2014. After that, you can try the Cube below. See if YOU can solve it.
TO CREATE A GIANT DOODLE ON GIANT PAPER! Must use lines, shapes, forms, and color (if appropriate), or whatever you want. IMPROVISE!! Use most of the paper. Use the computer to get ideas.
To doodle electronically using words, go to Wordle at the link below. You may have to download Java onto your computer. You will use Wordle in a future assignment.
Background: The Universal Declaration of Human Rights, which was adopted by the UN General Assembly on 10 December 1948, was the result of the experience of the Second World War. With the end of that war, and the creation of the United Nations, the international community vowed never again to allow atrocities like those of that conflict happen again. World leaders decided to complement the UN Charter with a road map to guarantee the rights of every individual everywhere. The document they considered, and which would later become the Universal Declaration of Human Rights, was taken up at the first session of the General Assembly in 1946. The Assembly reviewed this draft Declaration on Fundamental Human Rights and Freedoms and transmitted it to the Economic and Social Council “for reference to the Commission on Human Rights for consideration . . . in its preparation of an international bill of rights.” The Commission, at its first session early in 1947, authorized its members to formulate what it termed “a preliminary draft International Bill of Human Rights”. Later the work was taken over by a formal drafting committee, consisting of members of the Commission from eight States, selected with due regard for geographical distribution. (UN, n.d., retrieved from http://www.un.org/en/documents/udhr/history.shtml , April 6, 2012)
Lesson adapted from work by author(s): John Janzen, Diana Carbonara, Stacy Lica, Joanne Murphy, and Shelley Gustafson, copyright Literacy Design Collaborative, 2011
Prompt: After researching various websites and informational texts on current countries in crisis, write a report that analyzes the human rights violations in one of those countries by applying the Universal Declaration of Human Rights, providing evidence to clarify your analysis. What conclusion or implications can you draw from your research?
CURRENT EVENTS LINK – Nigeria
Below is a link to a violation of Human Rights currently ongoing.
You will read during this unit two pieces of literature which feature violations of human rights: “The Bridegroom,” a poem, and “Animal Farm,” in play form, adapted from a novel. After you have learned about the Universal Declaration of Human Rights, you will make a MULTI FLOW CHART about each of these two pieces. The columns will include
> The victim
> The violation
> The article which was violated
See the reading list at the end of the lesson.
VOCABULARY
Tier II
Include the words or terms below in a vocabulary notebook for this unit.
primary source
secondary source
credibility
diplomacy
atrocities
human rights
WARM UP
Before starting this unit, watch the video below. Make a T-chart which grabs as many main ideas as you can. Include a reaction to each main idea.
MAIN ACTIVITIES:
You will participate in the following main activities at the same time you are reading the literature which goes with this unit.
1. You will create a team Power Point explaining certain parts of the Declaration of Human Rights which I assign to you. Find a link to the Declaration on the Reading List at the bottom of the lesson.
2. You will make Cornell Notes from the Power Points of others.
After you have heard all of the Power Points, you will analyze the articles you have learned about and decide which ones are most similar to the First, Fourth, Eighth, and Fourteenth Amendments. Use a MULTI FLOW CHART with three columns to do this.
Column One (left) – The Universal Declaration of Human Rights Article
Column Two (center) – How similar? How different?
Column Three (right) – The Amendment
3. You will research human rights violations happening now. You will then create a MULTI FLOW CHART showing a description of these violations going on in the world today (column one), and how articles in the declaration are violated (column three). Articles violated will be shown in the center column.
Description of violation Article violated How violated
4. You will create a task list based on this task description.
5. You will create Cornell Notes for new vocabulary.
6. You will use a VENN DIAGRAM to contrast credible sources with sources which are not credible.
7. You will research the country of a human rights violation which you choose and create a Resource List.
8. You will identify and explain which human rights are being violated in your country.
9. You will create a MULTI FLOW CHART for human rights violations occurring in your country (column one), showing which articles were violated for each (column two) and how (column three).
10. You will share your Multi Flow Chart with a partner and GET FEEDBACK about whether your chart allows them to understand the violation, the article involved, and why it was a violation.
11. You will develop a three to five paragraph paper 1) explaining how the violation is occurring in the country you have chosen and stating your thesis that it is a violation (paragraph one); 2) supporting why the violation you select is in fact a violation and which article(s) is/are violated (body paragraphs); and 3) a conclusion which delivers pathos for those whose rights are violated.
12. You will write a letter to the leader of the country on which you reported appealing to them to act to wipe out violations of human rights in their country.
13. You will post your paper and your letter on your Freedom and Justice blog.
Reading list:
From the United Nations website, Universal Declaration of Human Rights webpage:
Since language was barely alive, people have been expressing their passion for justice in poetry, whether in writing, songs, or chants, including rap.
Still, poetry observes certain rules or lack thereof. One must know the rules to break them well.
After reading a few poems about justice, we will research other poetic forms about justice, such as lyrics and rap, and you will choose a poem, lyric, or rap to write about. While we read, we will also learn to EXPLICATE poetry in order to appreciate it best.
ACTIVITY
Here are two poems to think about before we begin. Make a T-Chart for each. ON THE LEFT: Write the main idea of the poem. ON THE RIGHT: Write your feelings about and reactions to the main idea.
Select a poem from the links above, and then ANALYZE it for vocabulary words which are shown as examples in the poem. Choose ONE vocabulary word to illustrate to the class using your poem. To help you do this,
CREATE A MULTI-FLOW CHART.
FOLD YOUR PAPER.
IN THE LEFT COLUMN write down lines from the poem that feature your chosen vocabulary word in action.
IN THE MIDDLE write down the vocabulary word and any other vocabulary words that are relevant.
IN THE RIGHT COLUMN write down the effect which the sound created by the vocabulary word has on the poem: meaning, feeling, or other.
NOW,
CREATE a Power Point about the poem you chose.
1. CREATE a title slide that names the poem, the author, and you.
2. CREATE one slide which briefly tells the main idea of the poem.
3. CREATE a slide with a picture which illustrates something from the poem to display while you read the poem aloud.
4. CREATE a slide with the vocabulary word that is most used in the poem and the definition.
5. CREATE a slide(s) with one or more stanzas from the poem which show how the vocabulary word is used. Use color or underlines to show key words that show the vocabulary word in action.
6. CREATE one slide explaining how the vocabulary word affects the poem.
WRITING ASSIGNMENT:
In writing, EXPLICATE a poem, lyric, or rap (school appropriate, of course) WHICH YOU FIND AND RESEARCH (make an argument about what you think it means) in one page or less. Use the guides above to help you come up with a THESIS about what the poem means, and to develop CLAIMS that support your thesis.
Type your explication in Microsoft Word. Add pictures and video links to your paper to illustrate your poem, lyric, or rap. E-mail your finished version to ssmith@muhsd.org.
LINKS TO STUDENT BLOGS
Links to student blog posts about this assignment can be found below.
The search for justice drives most people at some time in their lives.
EXPLORE THE ISSUE
Watch the video below and create a T-chart. On the left: What happened to Mannie Garcia? Who is he? On the right: How do you feel about what happened to him? Was it right, or wrong?
VOCABULARY
Include all NEW vocabulary words below in Vocabulary Notebook, Quarter Four:
Tier III
tone
(e.g., formal, casual, businesslike, conversational)
genre
(e.g., fiction, non-fiction, poetry)
cite
Tier II
First Amendment
Fourth Amendment
Eighth Amendment
Fourteenth Amendment
NOW READ
1. Line off the major sections of the articles below, which I will print for you.
2. Find all important facts in each section, one by one, and underline them.
3. From these underlined facts, mark any main ideas in each section with an M.
4. In your journal, make an MDD block for each main idea you find.
GO TO THE LINKS BELOW TO FIND ARTICLES ABOUT WHAT HAPPENED TO MANNIE GARCIA:
Notice that I have gotten all of my articles from one source! That’s “stacking the deck.” You know what you need to do about that – find at least two articles on the subject from a different credible source.
Check your source for credibility by using the guide below:
2. Each speaker #1 will complete this statement: “In the article “Mannie Garcia Files Federal Civil Rights Suit,” Mannie Garcia _____________________________.”
3. Each speaker #2 will complete this statement: “I think what happened to Mannie Garcia is (fair, unfair) because _________________________________.”
THINK ABOUT IT:
Remember ethos, pathos, and logos? Your final goal will be to develop the appeal that persuades people to agree with your claim.
PROMPT: After completing the following activities, you will, in a five paragraph paper, discuss the case of another individual whom you research, and whose First, Fourth, and/or Fourteenth Amendment rights were violated.
GET READY TO WRITE:
Activity #1:
Pick any one of the First, Fourth, or Fourth Amendment to the Constitution. PROMPT: If you had to rank these amendments in order of importance, which would you rank first, next, and least? Use the following sentence frames:
Of the First, Fourth, and Fourteenth Amendments, I believe that the _________ is most important to our freedom as Americans, the _______ is next most important, and the __________is least important. The __________is most important because ________________. The ______________is next most important because____________. Although the _____________is also important, it is least important of these three because_____________. In conclusion, ______________.
Activity #2:
Create a three-column chart. This is called a MULTI-FLOW CHART.
IN THE LEFT COLUMN write down events leading up to Mannie Garcia’s arrest.
IN THE MIDDLE write down the Constitutional Amendments which are relevant and their definitions.
IN THE RIGHT COLUMN write down whether or nor each event WAS or WAS NOT a violation of one of these amendments, and WHY.
FOLD YOUR PAPER.
Column 1
EVENTS RELATED
TO MANNIE GARCIA’s
ARREST
Column 2
AMENDMENTS &
DEFINITIONS
Column 3
VIOLATION? IF SO, WHICH AMENDMENT? IF NOT, WHY NOT?
Activity #3:
WRITE YOUR PAPER:
Find and research a person whose First, Fourth, or Fourteenth Amendment rights were violated. List the web addresses of three articles you found on this person so that you could find them again.
Create a three-column chart like the one you made about Mannie Garcia, but for your chosen subject:
Column 1
EVENTS RELATED
TO YOUR PERSON’s
RIGHTS VIOLATION
Column 2
AMENDMENTS &
DEFINITIONS
Column 3
VIOLATION? IF SO, WHICH AMENDMENT? IF NOT, WHY NOT?
FOR THE SECTIONS BELOW, TYPE EVERYTHING IN MICROSOFT WORD. ADD PICTURES WITH CAPTIONS, AND VIDEO.
THESIS STATEMENT: In the case of ____________, I believe the __________ Amendment rights of _______________ were violated because ____________________________________________________.
> WRITE PARAGRAPH 1 (introduction): Clearly state your THESIS (above) in your introductory paragraph; this will be THE LAST SENTENCE OF YOUR FIRST PARAGRAPH.
Be sure to develop the “back story” FIRST, or tell about the players and their circumstances, before you state your thesis.
> WRITE PARAGRAPHS 2-4: Make one or more CLAIMS (reasons) to support your thesis. Each body paragraph can be devoted to one claim, or reason (One reason I believe that _________’s ___________ Amendment rights were violated is that ____________________________.)
Support each claim with EVIDENCE (facts, which are logos; or expert opinion, which is ethos) which you find in your internet sources. Use your knowledge of the First, Fourth, and Fourteenth Amendments to make your case.
> WRITE THE CONCLUSION: Restate your thesis and sum up your main claims, while using the opportunity to develop pathos for the reader to remember.
> WRITE THE RESOURCE LIST: Go to the website below to review how to create a bibliographical citation for the articles you have used. Write the citations in your journal. Write the citations on a separate page entitled “RESOURCE LIST.”
Functional documents and their quality can make the difference between success and failure for the reader. It’s all in how they’re put together.
Before you can decide if a functional document is effective, you must understand how a functional document is put together, and what the different types of functional documents are.
VOCABULARY
Add the following to your vocabulary notebook. Use your notes from class to help you.
functional
informational
technical
format
structure
text features
WARM UP/REVIEW
Let’s start by reviewing. Analyze the following ad in a paragraph. Discuss appeal, claim, format, evidence, and fallacy.
QUICK WRITE
Based only on the name, what do you think a functional document does?
NOTES
Now consider the following definitions, and include them in your journal under your quick write:
Informational Text:
Informational text is FACT, not fiction, organized by topic and supporting details; and may have boldfaced headings, graphics, illustrations, and captions that signal importance in the text.
Functional Document:
A functional document usually exists in order to get things done! They often take the form of memoranda, letters, instructions, and rules of policy. Particular attention must be paid to issues of layout, presentation, and particularly to the way in which an audience will interact with the documents.
Technical Document:
Clear step-by-step explanations of how to do something, create, assemble, operate, repair, or do routine maintenance on something. These explanations should be clear, concise, and above all, orderly.
ACTIVITIES
Stop and Think, THEN WRITE on each of the items below …
Compare and contrast functional documents to technical directions.
Functional documents and technical directions are similar because both _________________________.
Functional documents and technical directions are different because ___________ requires _________, but ____________ requires ___________________.
Please review your notes from the last two lessons and come up with your own definitions for the following three words:
What do you notice about the structure of the web page?
Remember to look for format and text features.
Find at least five structural features and list them.
ANALYZE
What do you think the purpose of this web page might be?
Remember to consider it in detail.
SYNTHESIZE
Your ten year old brother mowed lawns this summer and earned $125. Using two T-charts, research on the website the pros and cons of each of the ABC and A+ checking accounts for your brother. Then decide which account would be best for him and explain why.
EXIT SLIP
What does SAS stand for, and how do you use it to read informational documents?
Sstands for __________. In this step you look for __________.
A stands for __________. In this step you _______.
S stands for __________. In this step you _______.
Print advertisements give you lots of time to enjoy those beautiful pictures, and read all about how wonderful the product is. Don’t you just want to reach out and take a bite?
It’s important to analyze the advertising you see. Many products are not all that they seem to be when you see those gorgeous glossy pictures. You want to make an informed choice before you spend your hard earned money.
ACTIVITY
Look at the advertisement below.
You can click on the ad to make it bigger.
NOW READ and make a T-chart of another student’s analysis of the advertisement, included below. What do you agree with? What do you disagree with? You and your partner need to come up with at least ONE recommendation to make the analysis better! Explain your recommendation in a paragraph below your T-chart.
THE STUDENT ANALYSIS – WHAT DO YOU THINK?
“This is a new advertisement from McDonald’s® about the new Angus Third pounder. Let us analyze it and look to see what makes it so interesting.
The purpose of this advertisement
“The purpose of this advertisement is basically to inform viewers that there is a new kind of burger available known as the Angus Burger®. It also has an offer, the offer being that if you visit www.Limcdonalds.com and register, you become eligible for a free Big Mac®. Therefore the purpose of this ad would be to attract more customers to try the new burger available at McDonalds®.
The structure. form and layout of the advertisement
“The structure of the advertisement is very eye catching. It has the logo on top, with the slogan “I’m Lovin’ it.” right underneath the logo. Below that it has a sentence which tells you what the advertisement is about. The burgers have been made the focus of the ad, as they are the only images in front of the red background and they clearly stick out. It’s quite easy to see that the page is basically divided in two by the white text in the middle to separate the things you know, and the new things (the burgers).
Target audience and advertising features which indicate who they are
“The target audience for this ad would not be a specific group but rather a wider ranged group that consists of people from teenagers to adults. This is even more specifically for those who work or are out and have no access to home food. This is shown because as it has nothing that would appeal to children specifically, but rather something that is targeted for those older as an appetizing fast meal.
Written and Visual techniques making this ad an effective marketing tool
“The most easy to recognize visual technique is the emphasis and detail focused into the three burgers. This is important as it makes the person desire the product. The reason there is not much text is because you don’t need that much text! It’s quite simple, you look at the ad, you see the McDonald’s® slogan; then you read under that and learn what it is; then you look at the three images of the burgers and get the message. Now for the language techniques, although not easily noticeable when you look for it they make an immense effect without you realizing. The first language technique would be the commands being used, eg. “Get Yours Today!” or “Get A free BigMac®”. The way it has been used sort of tell you to get it now or you’re going to miss out on something great. Another language feature is in the slogan, the slogan “I’m Lovin’ it” is a present continuous sentence, meaning to say that your “lovin'” it now and you’re going to keep “lovin'” it.
Conclusion
“A simple conclusion just for you. This advertisement for the Angus Burger® from McDonald’s® is very effective as it perfectly fits the AIDA* theory for advertising. It grabs your attention when you first glance at the McDonald’s slogan and see the burgers, then it grabs your interest with the free offers at the bottom left which will usually make you go to them sooner or later as it is free, and well come on; who doesn’t want a free meal? The “A” stamp next to the front burger telling you that the burger is 100% pure Angus® beef. Then it makes you desire it when you closely look at the burger as the image is made extremely appetizing, and finally the action is simple because the McDonald’s® logo on the top says it all.”
*AIDA = Attention, Interest, Desire, Action
NOW CLICK AND LOOK AT THE AD BELOW
WRITE ABOUT IT
In a paper with the same sections as the one you read above, please analyze this ad. Who is the intended audience? How do you know? Which appeals are being used (ethos, pathos, logos)? What is the purpose of this advertisement (what was it made to do)? Which format, structural, and textual features are used? What recommendations can you make so that this advertisement is even more effective?
Use the notes about textual features which you have included in your journal.
Are we ready for research? Our next step, now that we have completed a research study of Northern Ireland, will be to select a country in conflict, either from the past or the present, and write a research paper about it. Who are the players in your country’s conflict? Which side is most justified in their beliefs about this conflict, in your opinion? What evidence can you cite to justify your claim, or the side you have taken?
