DAY 1

Title of Lesson: Intro to Unit/Evaluating Arguments and Purpose Total Lesson Time: 2 days/ 90 minutes each
Grade(s): 10th

Subject Area: English II

Curriculum Standard(s)
RI.10.6: Determine an authors point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view
or purpose.
Learning Objectives (Benchmark) and Assessment:
Learning Objective(s)
Student will be able to:
DAY 1
1. Define terms used in evaluating an argument.
2. Identify the audience of a text
3. Identify a speakers or authors position and reasoning
Materials Needed:
PowerPoint
Puzzle pieces and A-D & ?, cut outs
Dictionaries & Cellphones
Student Questionnaire/Survey

Think Activity Worksheet

List of Terms
Note Cards
Paper & Pencil

Assessment(s)
1. Completion of Think Activity Worksheet
2.

Is Google Making Us Stupid? By Nathan Carr

Lesson Procedures:

Time

1. Anticipatory: Introduce myself. Provide a little background about who I am,

and reasons for being there.
2. Introduction:-Introduce the Unit: DO NOW: Name, block, and two things I
should know about you on the index card. Turn over when completed.
-Complete the student survey, then turn over, once completed.
-Agenda for the day: DO NOW, Intro of Unit, group, activity, Is Google Making
Us Stupid? Nicholas Carr, Next time we meet.
-What we will be doing: Evaluating arguments and purpose, constructing
speeches, delivering presentations.

5 mins

Differentiation (Adaptations for Diverse Learners,

ELL, Gifted)
Copies of all worksheets and handouts
Read aloud each question, along with directions of
activities
List of terms: Analyze, Purpose, Credibility,
Inductive Reasoning, Deductive Reasoning, Valid,
Sufficient, Fallacious Reasoning, Rhetoric,
Audience, Accuracy

-How we will move through the unit: DO NOW, you have just done one of these.
In-class reading, in-class group work, independent work, and Homework is
possible.
-Some resources we will use
-Standards to be addressed
-Expectations: R E S P E C T. Respect yourself. Respect others. Respect
property.
-Cellphone policy
3. Modeling-I have handed you a piece of stock card with a letter or the question
mark symbol printed on there. Please get into groups that match the card you
received. With this activity, each group will be given two terms to work with
in a group. This is sort of a jigsaw group. As a group you can use your
phones, or dictionaries to look up what the terms mean. Also, discuss with
each other where you heard the word, where you first used, etc. When you are
done with the worksheet, we will teach others about your words. This is sort
of a reciprocal teaching process. When you are done we will be discussing as
a class.
For example the term analyze, I hear it all the time in school. The first time I
remember hearing this term was in school. I use this term in my writing and
when I speak. Analyze means to explain why something is or something
happened. I will analyze my teaching today to adjust for the next block. Do
you know what it means to analyze?
4. Guided Practice-Now get into your groups and I will give you two words
work on this together. After about 10-15 mins. You will be split up and I want
everyone to go around and share their words, and discuss the questions. This
is a jigsaw activity where you will be teaching the others about your words.
When we are done, we will review all of the words as a whole group.
5. Group Closing-Lets discuss the words. Now take out a sheet of paper and
respond to the following question, Is Google Making Us Stupid?
6. Informal/formal assessment. Observation: Students wrote words down they
did know. Students shared what they found regarding the words. Students also
asked questions about their words.