Thursday, 1/30 & Friday, 2/1 Journal o (W.11-12.

2) Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. C. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts. SSR/Response Options o (RL&I.11-12.10) By the end of grade 11, read and comprehend literature, including stories, dramas, and poems, AND literary nonfiction in the grades 11-CCR text complexity band proficiently, with scaffolding as needed at the high end of the range. Quote o (SL 11-12.1) Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others ideas and expressing their own clearly and persuasively. Students will then do the Claim/Refute activity, as detailed below: o Pull out a sheet of paper o From the list of activities on the board, students will pick one and then write a claim/reason/evidence/assumption based on that activity (e.g. Halo 4 is the best game ever/ It is super fun, and incredibly popular/ fifty percent of people with xboxes play Halo 4/ Everybody who owns and plays Halo 4 has fun with it). o Exchange with person diagonal to them (put diagram on board, for students) o Refute the claim/reason/evidence/assumption just like in the p.122 activity. o On that same paper, the student will then write a claim of their own, within the same topic, except this claim must be the exact opposite of the first claim. o Trade this paper with the student in front/behind. o Refute the claim/reason/evidence/assumption (see step 4) o Write a completely original claim, if possible, with no teacher assistance. o Pass it to the person on the left/right. o Refute this final claim o If time remains, share. o (W.11-12.1) Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. A. Introduce precise, knowledgeable claims, establish the significance of the claims, distinguish the claims from alternate or opposing claims, and create an organization that logically sequences claims, counterclaims, reasons, and evidence.

B. Develop claims and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audiences knowledge level, concerns, values, and possible biases.

- Remember to talk about bias, and how it infects every part of the news, intended or otherwise. - Students will do the activity starting on page 124 o Divide the class into six groups (a, b, c, d, e, f) o Give each group a bias to read o Each group will paraphrase their bias (one-two sentences) (5 min.) o Students will then create at least one (though more is encouraged) guiding questions for their bias (guiding question = question they can ask themselves if they are unsure they are dealing with bias) (I.E. Does the headline express approval or condemnation?) Should take about 10 minutes o (RI.11-12.1) Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. On page 127, each group will present their guiding question, and a brief overview of their bias. Teacher will then hand out one newspaper to each group. Each group will then try to find one example of bias in their paper; if students want, they can trade papers to find all of the biases o (W.11-12.4) Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (gradespecific expectations for writing types are defined in standards 1-3 above) o Closure: Reflection