Getting to the Core

9th-10th Grade
Common Core Unit of Study
ELA
Conflict is Inevitable
 NIN
NTH AND
A TENT
TH GR RADEE ELA
A UNIIT:
CONFL
C LICT IS INE
EVITA
ABLE
Uniit Overview
w

  Thee goal of th his unit of study

s is to help studeents realizee that confllict is
inevvitable and d that it is better
b to faace conflictt, rather thaan to fear it.
i This a
  Com mmon Corre unit of sttudy that engages stuudents in coollaborativve
actiivities, closse reading,, textual annalysis, tecchnology, anda argumeentative
writting substaantiated wiith textual evidence. The T summ mative assesssment is
an argumentat
a tive digitall presentatiion that wiill be preseented to thee class.

Table
e of Contentts 

1.Unit Plan………
U …………………… ……………………………………………………………………..Paages 1‐7 
2.Leesson 1‐ Pre
eparing the LLearner …………………………… …………………… ………………Paages 8‐30 
3.Leesson 2‐“Hoope, Despair,, and Memory”…………………………….… ……………….paages 31‐‐51
4.Leesson 3‐“I Have a Dream m”……………… …………………… …………………… ……………….paages 52‐73 
5.Leesson 4‐ “Th
he Unknown Citizen”.…… …………………… …………………… ……………….paages 74‐84
6.Leesson 5‐Summmative Asseessment………………………………………… …………………page 85‐95 
 
         
 
 
 
 
Lessson Collaborrators: Elsa G
Garcia‐Chau,, Gera Hump
phrey, Marisssa Hernandez, Adriannaa 
Carrranza, Bradle
ey Swan, Micchael Echavees, Stephaniie Handley, M
Monica Curiel, Mac Devine, 
Kathherine Berge
er, Jerry Hammacek, Helen
n Tross  and Jason Crabbbe 
 
 Santa Ana Unified School District Common Core Unit Planner-Literacy

Unit Title: Conflict is inevitable

Grade
9th-10th Grade ELA Time Frame: 10 days
Level/Course:
Big Idea
Big Idea:Conflict
(Enduring
Enduring Understandings: Conflict is inevitable 
Understandings):
Should conflict be embraced? (Preparing the Learner Lesson 1 and Lesson 2)
How does conflict impact relationships? ( All lessons and summative assessment)
Essential
How does silence impact conflict? (Lesson 2)
Questions:
Is conflict valuable? (Lesson 3)
What are the possible results of avoiding conflict? (Lesson 4)
Instructional Activities: Activities/Tasks

Lesson: 1-Preparing the Learner Lesson(2 days)   Lesson: 2 (2 Days)

Complex Text: “The Lady, or the Tiger?” (synopsis& excerpt) Complex Text: “Hope, Despair, and Memory”

Read 1 Read2 Read 3

Read 1 Read2 Read 3
Activity: Pull out Activity: Compare and Activity: Pair read last
Activity: Activity:Partner Share: Activity:Pre- significant quotes that contrast two excerpts paragraph and create an
Text dependent speak to the author’s from the text argument related to the
unencumbered read Assessment:
questions and Class Argumentative Writing perspective essential question
Round Robin
Lesson: 4(3-4 days) and 5(2 Days)
Lesson: 3 (3days)
Complex Text: “The Unknown Citizen” (3-4 days)
Complex Text: “I Have a Dream” Speech
(**Lesson 5 is the Summative Assessment Lesson) (2 Days)
Read 1 Read2 Read 3
Read 1 Read2 Read 3

Activity: Activity: Figurative Activity:Focus on Activity: Read and circle Activity: Jigsaw with a Activity: Focus on
Unencumbered read- Language Tree Map Pronouns-Individual unknown words, and group of four-Summarize essential question-Tree
circle new vocabulary vs. group underlinerepeated words their part and discuss the map onembracing or
words author’s purpose. avoiding conflict

  1
 Learning and Innovation:
Critical Thinking & Problem Solving Communication& Collaboration Creativity & Innovation 
21st Century
Skills: Information, Media and Technology:
Information Literacy Media Literacy Information, Communications & Technology Literacy

Tier II:inevitable, translucent, Tier III:argument, claim, evidence, explanation, conclude, conflict, transition, reasons,
embrace, endure, humiliation, conclude, simile, metaphor, imagery, figurative language
transcend, bewilderment, anguish,
naïve, accomplish, cattle cars,
committed, promissory note, beacon,
Essential languishing, inextricably, unalienable,
Academic heir, degenerate, militancy,
Language: tribulations, Emancipation
Proclamation, exile, manacles,
redemptive, saint, absurd, proper,
certainly, Social Psychology, content,
installment, scab, dues, mates,
sensible, union, phonograph, eugenist
What pre-assessment will be given? How will pre-assessment guide instruction?
Quickwrite in which they write an argumentative The students and teacher will see, from the rubric, where their argument and/or support
response to the essential question, “Should conflict for the argumentislacking.
be embraced?”
Standards Assessment of Standards(include formative and summative)

What assessment(s) will be utilized for this unit?

Common Core Learning Standards Taught and
(Include the types of both formative assessments (F)
Assessed (include one or more standards for one or What does the assessment
that will be used throughout the unit to inform your
more of the areas below. Please write out the tell us? 
instruction and the summative assessments (S) that
complete text for the standard(s) you include.)
will demonstrate student mastery of the standards.)
Bundled Reading Literature Standard(s): These assessments will show
F) Exit slip: Determine what the main idea of “The
9-10 RL.1-- Cite strong and thorough textual evidence to students’ ability to cite textual
support analysis of what the text says explicitly as well as Unknown Citizen” is. Use quotes from the poem to
evidence to support analysis.
inferences drawn from the text. support your response. (Lesson 4, 1st read)
9-10 RL.2-- Determine a theme or central idea of a text and It will also show students’
analyze in detail its development over the course of the text, (F) Exit slip: Based on what you read, list 2 to 3 actions ability to comprehend
including how it emerges and is shaped and refined by specific the “Unknown Citizen” took and state what conflict he complex literature.
details; provide an objective summary of the text.
avoided by taking those actions. (Lesson 4, 2nd read)
9-10 RL.10-- By the end of grade 9, read and comprehend This assessment addresses a
literature, including stories, dramas, and poems, in the grades F) Create your own bumper sticker using any of the
student’s ability to determine
  2
9–10 text complexity band proficiently, with scaffolding as resources provided: pictures, quotes on board, quotes the theme a work.
needed at the high end of the range.
from speech and/or thinking map to illustrate the main
By the end of grade 10, read and comprehend literature, idea of Elie’s speech. (Lesson 2)
including stories, dramas, and poems, at the high end of the This shows the student’s
grades 9–10 text complexity band independently and (F)All students return to their own desk and answer the
proficiently. question, “Did Elie embrace conflict? Why orwhy not? ability to analyze how an
Support your response with textual support. (Lesson 2) author develops their theme
throughout their writing.
(S) In a paragraph, consider the author’s final questions
in the poem: “Was he free? Was he happy?” Do you
think avoiding conflict makes people happy? What are In this assessment, students
evaluate the essential question
the possible consequences of avoiding conflict? Use
as it relates to the author’s
evidence from the poem to support your answer.
message. In addition, they are
(Teacher will use the provided rubric to assess student
work.) (Lesson 4 assessment) prompted to cite their claims
with evidence.
Bundled Reading Informational Text (F) – Students must provide evidence in Gallery Walk The requirement to include
Standard(s): Handout, Figurative Language Table Map, and Conflict evidence tells us whether
9-10.RIT.1 – Cite strong and thorough textual evidence to Tree Map. (Lesson 3) students are able to find relevant
support analysis of what the text says explicitly as well as evidence to support claims.
inferences drawn from the text. (F) – Students must interpret examples of figurative
language and respond to an exit ticket’s question about the The Figurative Language Table
9-10.RIT.4 – Determine the meaning of words and phrases as
effect of the use of this language (Lesson 3). shows us whether students
they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific
understand the use of figurative
(F) – Students must respond to exit ticket questions and the language and how it affects a
word choices on meaning and tone.
Conflict Tree Map to show they understand King’s reader’s emotions.
9-10.RIT.9 – Analyze seminal U.S. documents of historical argument (Lesson 3)
and literary significance, including how they address related The Conflict Tree Map and exit
themes and concepts. (S) – Students must determine King’s perspective on the slips show us whether students
value of conflict and provide evidence to support their claim understand King’s point.
9-10.RIT.2-- Determine a central idea of a text and analyze its (Lesson 3).
development over the course of the text, including how it The summative assessment
emerges and is shaped and refined by specific details; provide
an objective summary of the text. shows not only whether students
understand King’s argument but
9-10 RIT.6-- Determine an author’s point of view or purpose also whether they are
in a text and analyze how an author uses rhetoric to advance progressing in their ability to
that point of view or purpose.
support an argument with textual
evidence.

  3
 What assessment(s) will be utilized for this unit?
Common Core Learning Standards Taught and
(Include the types of both formative assessments (F)
Assessed (include one or more standards for one or What does the assessment
that will be used throughout the unit to inform your
more of the areas below. Please write out the tell us? 
instruction and the summative assessments (S) that
complete text for the standard(s) you include.)
will demonstrate student mastery of the standards.)
Bundled Writing Standard(s): (S) In a paragraph, consider the author’s final questions This assessment tells me that
9-10.W.1 – Write arguments to support claims in an analysis in the poem: “Was he free? Was he happy?” Do you students were able to
of substantive topics or texts, using valid reasoning and think avoiding conflict makes people happy? What are effectively write claims and
relevant and sufficient evidence. the possible consequences of avoiding conflict? Use support their claims with text
evidence from the poem to support your answer. and valid reasoning.
(Teacher will use the provided rubric to assess student
work.) (Lesson 4 assessment)
  Both of these assessments will
(S) Honors classes may be assigned the task to rewrite show the student’s ability to
the poem focusing on the “unknown citizen” taking support arguments with
different actions that lead to conflict.How would his life claims supported by text and
be different had he not avoided conflict? What actions valid reasoning.
would lead to conflict in his life?(Lesson 4)
(F) Create your own bumper sticker using any of the
resources provided: pictures, quotes on board, quotes
from speech, thinking map sentence, to illustrate the
main idea of Elie’s speech (Lesson 2) This tells us whether students
are making progress toward
(F)All students return to their own desk and answer the gathering relevant evidence.
question, “Did Elie embrace conflict? Why? Why not?
Support your response with text (Lesson 2).
(F) Students must provide evidence in all activities This tells us whether students
completed during class (Lesson 3--emphasis on Gallery are making progress from the
Walk handout, Figurative Language Table, and pre-assessment and the
Conflict Tree Map). previous lesson in
constructing arguments that
(S) Students must write an argument in which they support claims in a valid,
make a claim about ways conflict can bring people relevant, and sufficient
together and support it with evidence from King’s manner.
speech and explanation (Lesson 3).

  4
BundledSpeaking and Listening Standard(s): (F) – Students participate in partner, group, and full- This tells us whether students
9-10 SL.1-- Initiate and participate effectively in a range class discussions to complete each of the activities can articulate their own ideas
of collaborative discussions (one-on-one, in groups, and throughout the lesson. All students are expected to in a manner that responds to
teacher-led) with diverse partners on grades 9–10 participate and to explain why they have made a choice that of a partner or the rest of
topics, texts, and issues, building on others’ ideas and or given an answer (Lesson 1) the class. It also helps us to
expressing their own clearly and persuasively. see if students are making
a. Come to discussions prepared, having read and
(F) Students discuss what the author’s purpose was in progress toward
researched material under study; explicitly draw on that writing “The Unknown Citizen.” What is the author understanding the elements of
preparation by referring to evidence from texts and other trying to get you to understand? (Lesson 4, 2nd read) argument without the
research on the topic or issue to stimulate a thoughtful, difficulties in writing they
well-reasoned exchange of ideas. (F)- Review Class Circle Map and conduct a “whiparound” may face.
b. Work with peers to set rules for collegial discussions where students will state their opinion on the Enduring
and decision-making (e.g., informal consensus, taking Understanding, Students will respond to the sentence frame, This assessment will show the
votes on key issues, and presentation of alternate views), “In my opinion, Conflict is or is not inevitable because…” teacher to what extent the
clear goals and deadlines, and individual roles as (Lesson 1) students are able to respond
needed. thoughtfully to diverse
c. Propel conversations by posing and responding to perspectives, qualify or justify
questions that relate the currentdiscussion to broader their own views and
themes or larger ideas; actively incorporate others into (S) Argumentative Digital Presentation (Lesson understanding and make new
the discussion; and clarify, verify, or challenge ideas connections in light of the
5/Summative assessment) Students will create a digital
and conclusions. evidence and reasoning
argumentative in which they answer the following presented.
d. Respond thoughtfully to diverse perspectives, question:
summarize points of agreement anddisagreement, and, a. Because conflict is inevitable, should it be embraced How well students can state a
when warranted, qualify or justify their own views and claim and validate their claim
or avoided?
understanding and make new connections in light of the
b. Be sure to consider relationships, society, and with evidence from the text. It
evidence and reasoning presented.
ourselves (internal conflicts) increases their knowledge of
technology for 21st Century
skills.
Bundled Language Standard(s): (F) – Students will complete an activity (Figurative This will show us whether
9-10.L.5 – Demonstrate understanding of figurative language, Language Table) in which they identify examples of they can identify and interpret
word relationships, and nuances in word meanings figurative language, translate them into literal figurative language.
9-10. L.1-- Demonstrate command of the conventions of
standard English grammar and usage when writing or language, and evaluate the emotion they elicit (Lesson
speaking. 3) This will show us whether
a. Use parallel structure.* students understand the
b. Use various types of phrases (noun, verb, adjectival,
adverbial, participial, prepositional, absolute) and clauses (F) – Students will complete an exit slip activity in purpose behind using
(independent, dependent; noun, relative, adverbial) to convey which they discuss why King might have used figurative language in a
specific meanings and add variety and interest to writing or figurative language in his argument (Lesson 3) speech or piece of writing.
presentations.

  5
 Complex Texts to be used
Informational Text(s) Titles:Excerpts from “The Lady,or the Tiger,” “I Have a Dream” by Martin Luther King, Jr.
“Hope Despair and Memory” by Elie Wiesel

Literature Titles: Text of a scene from The Matrix, “The Unknown Citizen” (Poem)

Primary Sources:
Resources/ Photographs of Elizabeth Eckford entering Little Rock High School and a nonviolent protest in front of Woolsworth
Materials:
Media/Technology:
Norman Rockwell paintings The Problem We All Live With, Southern Justice, and Negro in the Suburbs, Video “Missing
Piece”, http://www.shmoop.com/unknown-citizen/ , Pleasantvillevideo clip.

Other Materials: Photographs of Martin Luther King, Jr. giving his speech, Picture of Elie Wiesel in concentration camp, Tag
board for “themes,” rubric for argumentative writing, conflict cards, Gallery walk handout, emotion wheel,

Cite several interdisciplinary or cross-content connections made in this unit of study (i.e. math, social studies, art,
etc.)
Students can make connections to their history courses in our discussion of the Civil Rights movement; students can also
make connections to current political/cultural events and examples of conflict or discrimination.
Interdisciplinary
Connections: Students can make connections between the emotional impact of figurative language and images in artwork (paintings
and photography).

Students are building a growing understanding through all of the lessons of how people persuade one another (both
through text and bumper sticker slogans) – this can apply to history, culture, science, and possibly other courses as well.
Based on desired student outcomes, what Based on desired student outcomes, what instructional variation
instructional variation will be used to address will be used to address the needs of students with special needs,
the needs of English Learners by language including gifted and talented?
proficiency level?
Students can be provided with sentence frames and Special Needs:
Differentiated additional vocabulary support; teachers can choose Teachers can perform the first unencumbered read with the students.
Instruction: between having students find examples of Pair students with similar proficiency levels and provide text
figurative language and providing examples for dependent questions that will provide guided inquiry asstudents
them to analyze; teachers can read the excerpts access the complex text.
aloud instead of having them read it
independently.
GATE:
  6
 Students can be given extended directions for the first read
(answering Who, What, When, Where, Why or finding the most
meaningful word, phrase, etc.); students can do additional research
on background or other historical examples; students can find their
own examples instead of using teacher-provided examples for
Figurative Language and Conflict tree maps (Lesson 3).
Have students create a bumper sticker that illustrates the theme of
the poem as it relates to the conflict (Lesson 4).

Rewrite the poem, “The Unknown Citizen,” have students choose

different actions that will lead to conflict and then have students
explain how the changes in actions changed the meaning of the
poem (Lesson 4).

  7
 SAUSD Common Core Lesson Planner Teacher:
Unit: Grade Level/Course: Duration: 2 periods
Lesson #:1 English 9/10 Date:
Preparing the
Learner Lesson
Content Standards:
Common Core 10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
relevant and sufficient evidence.
and Content 10.SL.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
Standards led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
Materials/ • Circle Map (Appendix 1A)
Resources/ • “The Lady, or the Tiger” Synopsis and Companion Texts (Appendix 1B)
Lesson • Text Dependent Questions (Appendix 1C)
Preparation • http://learningenglish.voanews.com/audio/audio/5922.html(Audio of “The Lady, or the Tiger”
(abridged version)
• Conflict Definition sheet (Appendix D)
• List of Vocabulary Terms for preparing the learner ( Appendix E 1, E2, and E3)
• Rubric for Argumentative Writing Unit (Appendix F)
• Model for Slide 1 and 2 of Digital Presentation (Appendix G)
• Document Camera
• Projector
Content: Language:
Day 1- Students will learn that conflict always Students will analyze nuances of vocabulary by stating a
has a resolution, even when an individual claim as a basis for an argument.
Objectives chooses not to address it. .
Day 2-Students will identify the elements of an
argument through an analysis of their own
writing.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

College and Responding to varying demands of Valuing evidence
Career Ready audience, task, purpose, and discipline Comprehending as well as critiquing
Skills
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Core Building knowledge through content-rich nonfiction texts

Instructional Reading and writing grounded from text
Shifts
Regular practice with complex text and its academic vocabulary
SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

TEACHER PROVIDES

WORDS WORTH KNOWING

UNDERSTANDING
argument, claim, evidence, rubric, consequence, transition,
Academic Vocabulary

explanation, inevitable
(Tier II & Tier III)

FIGURE OUT THE

conclude, conflict, embrace reasons, decision, statement, choice

STUDENTS

MEANING

8
SAUSD Common Core Lesson 1
 P
Pre-teaching Assess lev
vel of argumentative knowleddge: claim, eviddence and expllanation
Coonsiderations
Lesson Deliivery Comprrehension
Check method(s) used in
n the lesson:
Instructional Modeling Guided
d Practice Collaboration Indep
pendent Pracctice
M
Methods
Guided In
nquiry Reflection
1. Circlle Map of Connflict
Lessson 2. Deveelop personal Quick write
Oveerview 3. “Thinnk, pair, sharre” Circle Mapp definition of
o the term, coonflict
Dayy 1 4. Creaate Classroomm Definition of conflict
5. Readd the “The Laady and the Tiiger” Synopsiis
6. Text dependent quuestions
Prior Know
wledge, Con
ntext, and Motivation:
M
Day One–Stteps 1 to 6 shhould take onee day
1. Circle Map of Conflict: (1 min)
• Using
g a document camera or whhiteboard, the teacher will create a “Circcle
Map” forr the class writing the term
m, “conflict” inn the center. The teacher will
w
tell the sttudents that by
b the end of this
t lesson, thhey will definne the term.
2.Think/Pair//Share :
• Thinnk: Have studeents completee a Quickwrite of a time when w they havve faced a connflict or a
“diffficult situationn.” The teachher will encouurage studentss to include details,
d for exaample, “Who
did itt involve?” annd “How did you decide what w to do?” too provide a cllear understannding of theirr
situaation.
Prreparing • Pair//Share:Studennts will then conduct
c a peer interview to
t share, elaboorate and evaluate the
thee Learner Quicckwrite. Durinng the peer innterview, studdents will worrk with an elbow partner annd ask each
otherr the followinng questions: 1.What was the t situation you
y wrote aboout and can yoou clarify
whatt the conflict was?
w 2. Whoo did it involvve? 3. How did
d you decide what to do?? 4. Looking
backk on the situation, do you believe
b that yoou made the right
r decision?
• Classs Round Robiin: Students willw relate theeir partner’s coonflict or theiir own difficuult situation
3. Return to the
t circle map
p-(5 min)
• Teaccher will direcct students to return to a whhole class colllaboration
efforrt and help complete the Ciircle Map, prooviding exam mples of
“connflicts.” Each student groupp will share one idea to plaace on the
Circlle map. Thesee will direct thhe classroom definition off “conflict.”
Expllain which connflicts are intternal and which conflicts are
a external?
(Teacher can revieew the definittions of internnal and externnal conflicts)
4. Teacher will
w distribute a copy of “Thhe Lady and the
t Tiger” synnopsis to eachh student.
Inteeracting Unencum
mbered Reaad: Lady and
a the Tiiger - (5 minn)
withh the Text
5. Teacher will
w read the text one tim me through as
a the studentts read alongg (alternatelyy, students
can read thee text silentlyy on their ow
wn).
Close Read
d: Partner Read
R and Diiscussion
6. Divide stu
udents into pairs
p and passs out the texxt dependentt questions for
f “The Laddy and the
Tiger” syno
opsis.
• Have stuudents read the
t text depeendent questions togetheer and then reead the text aloud, each
partner reading
r everry other paraagraph.
• Studentss will then reead, discuss and answer each of the text
t dependeent questions with their
partner.
9
S
SAUSD Comm
mon Core Leesson 1
 7. “The Lad
dy, or the Tiiger?” Textt Dependentt Questions Differentiated
Inteeracting Instruction:
withh the Text 1. What conflict does the princess face? Is it extternal or interrnal? Day 1
English Leaarners:
2. What decision will the princess make? Suppoort your answ
wer with
evidencee from the texxt. An alternate text is
provided for Early
3. What evidence
e do you
y have to shhow that she will choose one
o door Intermediate students.
over thee other? Bold or highhlight words or
phrases on sccript..
4. What complications
c s will the prinncess face witth each of the choices
before her?
h Students Wh ho Need
Additional Support:
S
• Share with a larger group
g :Studennts will share their answerss with An alternate text is
another paired
p group. provided for students
needing a companion text.
Exttending Closure
Undderstandin
Classroom Discussion--Have studennts share theeir most insigghtful Accelerated Learners:
g
Students willl research the
responses reelated to the text dependdent questionns. Finally, end the advent of bummper stickers
class by hav
ving studentss answer in writing
w the following
f quuestions: through the years
y as a
means for prromoting a
1. Whaat would havve happened if the princeess made no decision? message andd share findingss
2. Wou
uld there still be a resoluution? through a preesentation,
3. Whaat does this say
s about ouur response too conflict? PowerPoint oro poster for
the class.
Note: Studeents will use the answers to these queestions as ann opening
for tomorroww’s lesson. Remind
R studdents to be prepared withh these
answers andd complete as
a homeworkk if they do not n finish in class.
1. Circle Map of Conflict
C
Daay 2 2. Talk
king Stick discussion
Lessson 3. Arguumentative Writing
W Pre--Assessmentt
Oveerview 4. Peerr Review usiing rubric
5. Clossure-Theme Statement
Prior Knowwledge, Con ntext, and Motivation:
M
1. Return to
o the Circle Mapand
M review what we understand about confliict and add any a new
Prreparing informationn or understanndings that students
s havve acquired after
a readingg “Lady, or thhe Tiger.”
thee Learner 2. In order to
t explore today’s essenttial question, “should coonflict be em
mbraced?” the t teacher
will write th
his question outside the circle
c map. (Graphic)
( Haave students read the queestion and
clarify the meaning
m of thhe question. Today we will
w be explooring this queestion to dettermine its
validity.
Inteeracting Group Disccussion usin ng the “Talk king Stick” Strategy
with the 3. Have stud
dents take ouut yesterday’s final quesstions from “The“ Lady, or
o the Tiger”” and, using
Texxt the “Talking
g stick” strattegy discuss these questiions. Studennts should bee prepared with w their
answers butt are encouraaged to elaboorate on otheer’s answers. The teacheer should faccilitate each
question by using a timee limit. (direections for Taalking Stick Strategy are att the end of thhe lesson*)
4. Class Disscussion- Haave students share
s out somme of their insiights from theeir small grouup
discussions. Return to thee essential queestion and determine whetther or not it should
s be addded to our
definition of conflict.
Argumenta ative Writin
ng Pre-Assesssment
Preparing th
he Learner: If
I needed disscuss the arggumentative writing vocaabulary: claiim,
evidence annd explanatiion. Vocabulary posters can be projeected or postted in the claassroom as
the teacher reviews
r withh step asidess (Appendix E1, E2, and E3).

10
S
SAUSD Comm
mon Core Leesson 1
 Englissh Learners:
Writing Pre-Assessment Review w key
5. Students will
w write a 5-7
5 sentencee paragraph on
o whether the
t princess vocabuulary from
board for
f students to
should havee embraced herh conflict oro not? In thee paragraph,, the teacher review
w. Instruct
will be look
king for evidence of arguumentative writing.
w For example, “T The studennts to color
princess shoould not havee (or should have) embraced the connflict.” Studdents code key
k
will includee additional textual
t evideence and expplanations (reeasons). (featurres/elements.)
of secttion.
Peer Review
w
Studen nts Who Need d
5. Give a cop
py of the rubric to each stuudent. Then haave students pair
p up for a peer
p Additiional
review of theeir argumentaative paragrapphs. Key elem
ments to identiify are: claim,, Suppoort:
evidence, andd explanationn. Providde assistance byy
review
wing text in a
6. Have peer reviewers higghlight claim ms in blue and evidence in green
g (use higgh “Closee read.” Have
lighters or co
olored pencilss). If students don’t have coolors, then yoou can have studennts highlight
students undeerline the claiim once and underline
u twicce the evidence. key ideeas, and
annotaate a copy.
Exxtending 7. Closure: Have
H studentss write a them
me statement responding
r too the question, Acceleerated
the Should conflict be embracced? A frame for EL’s migght look like this:
t When ann Learners:
L
Learning individual en
ncounters conflict, they shoould_________ because _______ Providde students
with Universal
U
8. Determinee if “embracedd” should be written
w into thhe Circle
themess list and directt
Map. studennts to produce a
Optional - As
A a review, teeacher will prrovide internaal and power point definingg
external confflict exampless (located in appendix)
a andd terms or
o examples off
students will categorize ass a whole classs activity Univerrsal themes or
types of
o conflicts.
Lessson Reflectioon
Teacher
T
R
Reflection
Eviidenced by
S
Student
L
Learning/
O
Outcomes

* “Talking
g Stick” Sttrategy Diirections
This strategyy is structureed so that eacch student haas the opporrtunity, and responsibility
T r y, to speak multiple
m
t
times. Studennts can “pass” (decline to t respond) only
o once. This
T allows reeluctant speaakers to hearr others in
t
their small grroup before having to coontribute.
I
Instructions:
A. Designatte an object as
A a the “talkinng stick” andd have studeents pass it arround the grroup of four, first
c
clockwise, annd later, rand
domly.
B. The teachher gives a prrompt/ questtion and indiicates the nuumber or letter of the grooup member to begin.
B
T first studdent with thee “talking stiick” speaks while
The w everyoone listens. The
T student then passes the object
t the left. The
to T process continues
c unntil everyonee in the groupp has had a chance
c to sppeak or until the
t
teacher givessa signal to stop.
s
C. To extendd the activity
C y, once everyyone in the group
g has had a turn speaaking, anyonne in the group may
a for anothher turn by saaying sometthing like, “II’d like to addd another thhought. Pleasse hand me the
ask t
t
talking stick..”

11
S
SAUSD Comm
mon Core Leesson 1
Conflict

12
Lesson 1/Day 2

Prior Knowledge
Student Responses
Student Responses
from Lady & the Tiger

Conflict

13
Lesson 1/Day 2

Prior Knowledge
Student Responses
Student Responses
It should be embraced from Lady & the Tiger

Conflict

14
    Appendix 1B   

“The Lady, or the Tiger” Synopsis

“The Lady, or the Tiger,” by Frank R. Stockton is about a fairy tale king who entertains
his subjects through public trials with verdicts that are determined by chance. In every
trial, the accused subject (guilty or not) must choose to open one of two identical doors.
Behind one door is the reward—a beautiful lady to marry. If the accused subject chooses
this door, he is deemed to be innocent of the crime for which he is accused. Behind the
other door lies the punishment—a ferocious tiger. In this case, the accused is considered
guilty and receives his just punishment, getting ripped to shreds by a ferocious tiger.
When the king’s daughter takes on a lover, a courtier to the king, he is discovered and
jailed. This particular trial takes on personal significance for the king and the princess.
The young man’s hopes for survival rest with the princess. For, the princess, “possessed
of more power, influence, and force of character than anyone who had ever before been
interested in such a case, had done what no other person had done—she had possessed
herself of the secret of the doors. She knew in which of the two rooms, that lay behind
those doors, stood the cage of the tiger, with its open front, and in which waited the
lady.” Furthermore, the lady behind the “door of innocence” is the princess’s rival!
Stockton continues, now the point of the story is this: Did the tiger come out of that
door, or did the lady?
The more we reflect upon this question, the harder it is to answer. It involves a study
of the human heart which leads us through devious mazes of passion, out of which it is
difficult to find our way. Think of it fair reader, not as if the decision of the question
depended upon yourself, but upon that hot-blooded, semi-barbaric princess, her soul at a
white heat beneath the combined fires of despair and jealousy. She had lost him, but who
should have him? How often, in her waking hours and in her dreams, had she started in
wild horror, and covered her face with her hands as she thought of her lover opening the
door on the other side of which waited the cruel fangs of the tiger!
But how much oftener had she seen him at the other door! How in her grievous
reveries had she gnashed her teeth, and torn her hair, when she saw his start of
rapturous delight as he opened the door of the lady! How her soul had burned in agony
when she had seen him rush to meet that woman, with her flushing cheek and sparkling
eyes of triumph; when she had seen him lead her forth, his whole frame kindled with the

15
    Appendix 1B 

joy of recovered life; when she had heard the glad shouts from the multitudes, and the
wild ringing of the happy bells; when she had seen the priest, with his joyous followers,
advance to the couple, and make them man and wife before her very eyes; and when she
had seen them walk away together upon their path of flowers, followed by the tremendous
shouts of hilarious multitude, in which her one despairing shriek was lost and drowned!
…
The question of her decision is one not to be lightly considered, and it is not for me to
presume to set myself up as the one person able to answer it. And so I leave it with all of
you: Which came out of the opened door—the lady or the tiger?

16
STORYTELLER: The Lady, or the Tiger (abridged)

Long ago, in the very olden time, there lived a powerful king. Some of his ideas were progressive. But
others caused people to suffer.

One of the king's ideas was a public arena as an agent of poetic justice. Crime was punished, or innocence
was decided, by the result of chance. When a person was accused of a crime, his future would be judged in
the public arena.

All the people would gather in this building. The king sat high up on his ceremonial chair. He gave a sign. A
door under him opened. The accused person stepped out into the arena. Directly opposite the king were
two doors. They were side by side, exactly alike. The person on trial had to walk directly to these doors and
open one of them. He could open whichever door he pleased.

If the accused man opened one door, out came a hungry tiger, the fiercest in the land. The tiger immediately
jumped on him and tore him to pieces as punishment for his guilt. The case of the suspect was thus
decided.

Iron bells rang sadly. Great cries went up from the paid mourners. And the people, with heads hanging low
and sad hearts, slowly made their way home. They mourned greatly that one so young and fair, or so old
and respected, should have died this way.

But, if the accused opened the other door, there came forth from it a woman, chosen especially for the
person. To this lady he was immediately married, in honor of his innocence. It was not a problem that he
might already have a wife and family, or that he might have chosen to marry another woman. The king
permitted nothing to interfere with his great method of punishment and reward.

Another door opened under the king, and a clergyman, singers, dancers and musicians joined the man and
the lady. The marriage ceremony was quickly completed. Then the bells made cheerful noises. The people
shouted happily. And the innocent man led the new wife to his home, following children who threw flowers
on their path.

This was the king's method of carrying out justice. Its fairness appeared perfect. The accused person could
not know which door was hiding the lady. He opened either as he pleased, without knowing whether, in the
next minute, he was to be killed or married.

Sometimes the fierce animal came out of one door. Sometimes it came out of the other.

This method was a popular one. When the people gathered together on one of the great trial days, they
never knew whether they would see a bloody killing or a happy ending. So everyone was always interested.
And the thinking part of the community would bring no charge of unfairness against this plan. Did not the
accused person have the whole matter in his own hands? 17
The king had a beautiful daughter who was like him in many ways. He loved her above all humanity. The
princess secretly loved a young man who was the best-looking and bravest in the land. But he was a
commoner, not part of an important family.

One day, the king discovered the relationship between his daughter and the young man. The man was
immediately put in prison. A day was set for his trial in the king's public arena. This, of course, was an
especially important event. Never before had a common subject been brave enough to love the daughter of
the king.

The king knew that the young man would be punished, even if he opened the right door. And the king would
take pleasure in watching the series of events, which would judge whether or not the man had done wrong in
loving the princess.

The day of the trial arrived. From far and near the people gathered in the arena and outside its walls. The
king and his advisers were in their places, opposite the two doors. All was ready. The sign was given. The
door under the king opened and the lover of the princess entered the arena.

Tall, beautiful and fair, his appearance was met with a sound of approval and tension. Half the people had
not known so perfect a young man lived among them. No wonder the princess loved him! What a terrible
thing for him to be there!

As the young man entered the public arena, he turned to bend to the king. But he did not at all think of the
great ruler. The young man's eyes instead were fixed on the princess, who sat to the right of her father.

From the day it was decided that the sentence of her lover should be decided in the arena, she had thought
of nothing but this event.

The princess had more power, influence and force of character than anyone who had ever before been
interested in such a case. She had done what no other person had done. She had possessed herself of the
secret of the doors. She knew behind which door stood the tiger, and behind which waited the lady. Gold,
and the power of a woman's will, had brought the secret to the princess.

She also knew who the lady was. The lady was one of the loveliest in the kingdom. Now and then the
princess had seen her looking at and talking to the young man.

The princess hated the woman behind that silent door. She hated her with all the intensity of the blood
passed to her through long lines of cruel ancestors.

Her lover turned to look at the princess. His eye met hers as she sat there, paler and whiter than anyone in
the large ocean of tense faces around her. He saw that she knew behind which door waited the tiger, and
behind which stood the lady. He had expected her to know it.
18
The only hope for the young man was based on the success of the princess in discovering this mystery.
When he looked at her, he saw that she had been successful, as he knew she would succeed.

Then his quick and tense look asked the question: "Which?" It was as clear to her as if he shouted it from
where he stood. There was not time to be lost.

The princess raised her hand, and made a short, quick movement toward the right. No one but her lover
saw it. Every eye but his was fixed on the man in the arena.

He turned, and with a firm and quick step he walked across the empty space. Every heart stopped beating.
Every breath was held. Every eye was fixed upon that man. He went to the door on the right and opened it.

Now, the point of the story is this: Did the tiger come out of that door, or did the lady?

The more we think about this question, the harder it is to answer. It involves a study of the human heart.
Think of it not as if the decision of the question depended upon yourself. But as if it depended upon that hot-
blooded princess, her soul at a white heat under the fires of sadness and jealousy. She had lost him, but
who should have him?

How often, in her waking hours and in her dreams, had she started in wild terror, and covered her face with
her hands? She thought of her lover opening the door on the other side of which waited the sharp teeth of
the tiger!

But how much oftener had she seen him open the other door? How had she ground her teeth, and torn her
hair, when she had seen his happy face as he opened the door of the lady! How her soul had burned in pain
when she had seen him run to meet that woman, with her look of victory. When she had seen the two of
them get married. And when she had seen them walk away together upon their path of flowers, followed by
the happy shouts of the crowd, in which her one sad cry was lost!

Would it not be better for him to die quickly, and go to wait for her in that blessed place of the future? And
yet, that tiger, those cries, that blood!

Her decision had been shown quickly. But it had been made after days and nights of thought. She had
known she would be asked. And she had decided what she would answer. And she had moved her hand to
the right.

The question of her decision is one not to be lightly considered. And it is not for me to set myself up as the
one person able to answer it. And so I leave it with all of you:

Which came out of the open door – the lady, or the tiger?

  19
 The Lady Or The Tiger?
By Frank Stockton

Long ago, in the very olden time, there lived a powerful king. Some of his ideas were
progressive. But others caused people to suffer.

One of the king's ideas was a public arena as an agent of poetic justice. Crime was
punished, or innocence was decided, by the result of chance. When a person was
accused of a crime, his future would be judged in the public arena.

All the people would gather in this building. The king sat high up on his ceremonial
chair. He gave a sign. A door under him opened. The accused person stepped out
into the arena. Directly opposite the king were two doors. They were side by side,
exactly alike. The person on trial had to walk directly to these doors and open one of
them. He could open whichever door he pleased.

If the accused man opened one door, out came a hungry tiger, the fiercest in the
land. The tiger immediately jumped on him and tore him to pieces as punishment for
his guilt. The case of the suspect was thus decided.

Iron bells rang sadly. Great cries went up from the paid mourners. And the people,
with heads hanging low and sad hearts, slowly made their way home. They mourned
greatly that one so young and fair, or so old and respected, should have died this way.

But, if the accused opened the other door, there came forth from it a woman, chosen
especially for the person. To this lady he was immediately married, in honor of his
innocence. It was not a problem that he might already have a wife and family, or that he
might have chosen to marry another woman. The king permitted nothing to interfere
with his great method of punishment and reward.

Another door opened under the king, and a clergyman, singers, dancers and
musicians joined the man and the lady. The marriage ceremony was quickly
completed. Then the bells made cheerful noises. The people shouted happily. And the
innocent man led the new wife to his home, following children who threw flowers on
their path.

This was the king's method of carrying out justice. Its fairness appeared perfect. The
accused person could not know which door was hiding the lady. He opened either as
he pleased, without knowing whether, in the next minute, he was to be killed or married.
Sometimes the fierce animal came out of one door. Sometimes it came out of the other.
This method was a popular one. When the people gathered together on one of the
great trial days, they never knew whether they would see a bloody killing or a happy
ending. So everyone was always interested. And the thinking part of the community

20
would bring no charge of unfairness against this plan. Did not the accused person have
the whole matter in his own hands?

The king had a beautiful daughter who was like him in many ways. He loved her
above all humanity. The princess secretly loved a young man who was the best-looking
and bravest in the land. But he was a commoner, not part of an important family.

One day, the king discovered the relationship between his daughter and the young
man. The man was immediately put in prison. A day was set for his trial in the king's
public arena. This, of course, was an especially important event. Never before had a
common subject been brave enough to love the daughter of the king.

The king knew that the young man would be punished, even if he opened the right
door. And the king would take pleasure in watching the series of events, which would
judge whether or not the man had done wrong in loving the princess.

The day of the trial arrived. From far and near the people gathered in the arena and
outside its walls. The king and his advisers were in their places, opposite the two doors.
All was ready. The sign was given. The door under the king opened and the lover of
the princess entered the arena.

Tall, beautiful and fair, his appearance was met with a sound of approval and tension.
Half the people had not known so perfect a young man lived among them. No wonder
the princess loved him! What a terrible thing for him to be there!

As the young man entered the public arena, he turned to bend to the king. But he did
not at all think of the great ruler. The young man's eyes instead were fixed on the
princess, who sat to the right of her father.

From the day it was decided that the sentence of her lover should be decided in the
arena, she had thought of nothing but this event.

The princess had more power, influence and force of character than anyone who had
ever before been interested in such a case. She had done what no other person had
done. She had possessed herself of the secret of the doors. She knew behind which
door stood the tiger, and behind which waited the lady. Gold, and the power of a
woman's will, had brought the secret to the princess.

She also knew who the lady was. The lady was one of the loveliest in the kingdom.
Now and then the princess had seen her looking at and talking to the young man.

The princess hated the woman behind that silent door. She hated her with all the
intensity of the blood passed to her through long lines of cruel ancestors.

21
 Her lover turned to look at the princess. His eye met hers as she sat there, paler and
whiter than anyone in the large ocean of tense faces around her. He saw that she knew
behind which door waited the tiger, and behind which stood the lady. He had expected
her to know it.
The only hope for the young man was based on the success of the princess in
discovering this mystery. When he looked at her, he saw that she had been successful,
as he knew she would succeed.

Then his quick and tense look asked the question: "Which?" It was as clear to her as
if he shouted it from where he stood. There was not time to be lost.
The princess raised her hand, and made a short, quick movement toward the right. No
one but her lover saw it. Every eye but his was fixed on the man in the arena.
He turned, and with a firm and quick step he walked across the empty space. Every
heart stopped beating. Every breath was held. Every eye was fixed upon that man. He
went to the door on the right and opened it.

Now, the point of the story is this: Did the tiger come out of that door, or did the lady?
The more we think about this question, the harder it is to answer. It involves a study of
the human heart. Think of it not as if the decision of the question depended upon
yourself. But as if it depended upon that hot-blooded princess, her soul at a white heat
under the fires of sadness and jealousy. She had lost him, but who should have him?

How often, in her waking hours and in her dreams, had she started in wild terror, and
covered her face with her hands? She thought of her lover opening the door on the
other side of which waited the sharp teeth of the tiger!

But how much oftener had she seen him open the other door? How had she ground
her teeth, and torn her hair, when she had seen his happy face as he opened the door
of the lady! How her soul had burned in pain when she had seen him run to meet that
woman, with her look of victory. When she had seen the two of them get married. And
when she had seen them walk away together upon their path of flowers, followed by the
happy shouts of the crowd, in which her one sad cry was lost!

Would it not be better for him to die quickly, and go to wait for her in that blessed
place of the future? And yet, that tiger, those cries, that blood!

Her decision had been shown quickly. But it had been made after days and nights of
thought. She had known she would be asked. And she had decided what she would
answer. And she had moved her hand to the right.

The question of her decision is one not to be lightly considered. And it is not for me
to set myself up as the one person able to answer it. And so I leave it with all of you:
Which came out of the open door – the lady, or the tiger?

22
 
Name ____________________________
Date ______________ Period ________

“The Lady, or the Tiger?” Text Dependent Questions

1. What conflict does the princess face? Is it external or internal?

Frame: The conflict the princess faces is____________. It is a __________ conflict because____________.
_________________________________________________________________________________
_________________________________________________________________________________
________________________________________________________________________

2. What decision will the princess make? Support your answer with evidence from the text.

Frame: The princess will choose ___

because____________._________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________
_______

3. What evidence do you have to show that she will choose one door over the other?
Frame: It isclear that the princess will choose ______.The evidence the author provides for this decision is_____.
_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

4. What complications will the princess face with each of the choices before her?
Frame: Complications the princess may face with the” Tiger” door are ____________. Whereas, complications the
princess may face with the “Lady” door are ____________.

_________________________________________________________________________________
_________________________________________________________________________________
_________________________________________________________________________________

23
“The Lady, or the Tiger?” Excerpt – Holt Literature and Language Arts, 9th Grade                Appendix 1C 
Appendix D

CONFLICT-
The problem in the story.

There are 5 types of conflict

found in movies and literature.
A movie or story may have more
than one.

The five types of conflict are:

1. Person vs. Person
2. Person vs. Self
3. Person vs. Society
4. Person vs. Nature
5. Person vs. God/Fate
24
Appendix 1E

Claim – n.  
An opinion that has to be 
proven.
If everyone stops driving 
the cars, there won’t be 
so much smog! 

25
Appendix 1E

Evidence – n. something that 
proves a claim or statement.

26
Appendix 1E

Explanation – n.
The reasons you give for why something happened
or why you did something:
I think you owe me an explanation (=you should
explain to me).
explanation of/for
There is no convincing explanation of the overall
structure of the universe.
There was no apparent explanation for the attack.

27
Appendix F

*Use this rubric with the Quickwrite and the Digital

Presentation
Appearance and Content Rubric for: Argumentative Digital Presentation 

Teacher Name:  

Student Name: ________________________________________ 

CATEGORY  4  3  2  1 
Claim & Counterclaim  Thoroughly addresses all  Adequately addresses all  Does not address all parts of  Does not address all parts of 
parts of the prompt. Includes  parts of the prompt. Includes  the prompt. Claims may be  the prompt. Does not include 
at least 3 clear and specific  less than 3 specific claims  lacking, may not be strong,  any claims. No counterclaim 
claims based on textual  based on textual evidence.  or are not based on  is given. 
evidence. Counterclaim is  Counterclaim is presented  evidence. Counterclaim may 
presented and clearly  and somewhat refuted.  be weak or missing. 
refuted. 

Evidence & Citations  Evidence is thoroughly and  Evidence is clearly explained.  Evidence is not clearly  Explanation of evidence is 

clearly explained. Proper  Proper citation is given for  explained. Citations are  short, missing, or may be 
citation is given for each  most pieces of evidence.  lacking for most pieces of  awkward. No citations are 
piece of evidence.  evidence.  given. 

Style & Conventions  Presentation has no  Presentation has 1‐2  Presentation has 1‐2  Presentation has more than 

misspellings or grammatical  misspellings, but no  grammatical errors and few  2 grammatical and/or 
errors. Sentences are clear,  grammatical errors. Most  misspellings. Sentences may  spelling errors. Sentences are 
concise, and varied.  sentences are clear and show  be awkward or unclear.  very awkward. 
variety. 

Presentation & Organization  All graphics are attractive  A few graphics are not  All graphics are attractive but  Several graphics are 

(size and colors) and support  attractive but all support the  a few do not seem to  unattractive AND detract 
the theme/content of the  theme/content of the  support the theme/content  from the content of the 
presentation. Must include  presentation. Still includes 5‐ of the presentation. May be  presentation. Does not meet 
5‐10 slides.  10 slides.  under 5 slides.  minimum requirement of 
slides. 

Multimedia Usage  Presentation includes at least  Presentation includes at least  Media use may distract from  Media may be lacking.

2 pieces of school‐  2 pieces of school‐  presentation. 
appropriate pictures, videos,  appropriate pictures, videos, 
or music. Media use  or music. Media use follows 
enhances presentation.  the flow of presentation. 

28
 Because Conflict is inevitable, ,
should it be embraced or avoided?

Appendix G
29
Claim:  Conflict is the key to 
Claim: Conflict is the key to
building one’s strength and thus 
should be embraced.

30
SAUSD Common Core Lesson Planner Teacher:
Unit: Grade Level/Course: Duration: 2 periods
Lesson #:2 9/10 ELA Date:
Content Standards:
RI.9.2-. Determine a central idea of a text and analyze its development over the courseof the text, including how it emerges
and is shaped and refined by specificdetails; provide an objective summary of the text.
RI.9.4- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of
a court opinion differs from that of a newspaper).
Common RI.9.6- Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that
Core and point of view or purpose.
Content RI.9.9- Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the
Standards Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they
address related themes and concepts.
WS.9.1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant
and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that
establishes clear relationships among claim(s), counterclaims, reasons, and evidence.
Materials/ Day 1:
Resources/ • Circle Maps (Appendix 2G)
Lesson • “Hope Despair and Memory” by Elie Wiesel (Appendix 2A)
Preparation • Set of 1 photographs: Jewish slave laborers in the Buchenwald concentration camp near Jena,
Germany (Appendix 2B)
• Student Response Handout for Day 1 (Appendix 2C)
Day 2
• Elie Wiesel, 4 photos of Silence (Appendix 2D)
• Double Bubble(Appendix 2E) (Teacher Resource)
• Tree Map (Appendix 2F)
• Picture Links (Appendix 2H)
Content: Language:
Content: Students will learn that refusing to Students will read, discuss, and defend their ideas
Objectives engage in conflict can result in the suffering based on the text presented.
of self or others.
Depth of Level 1: Recall Level 2: Skill/Concept
Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

College and Responding to varying demands of Valuing evidence
Career Ready audience, task, purpose, and discipline Comprehending as well as critiquing
Skills
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures
Building knowledge through content-rich nonfiction texts
Common Core
Instructional Reading and writing grounded from text
Shifts Regular practice with complex text and its academic vocabulary
TEACHER PROVIDES

KEY WORDS ESSENTIAL TO

WORDS WORTH KNOWING
EXPLANATION

UNDERSTANDING
SIMPLE
Academic Vocabulary

bewilderment endure
(Tier II & Tier III)

anguish humiliation
naïve transcend
accomplice
cattle cars
committed
THE MEANING
FIGURE OUT
STUDENTS

31
SAUSD Common Core Lesson
 Pre-teachingg • Students
S shouldd have a basic understanding
u of claims, exam
mples, evidencce
Consideration
C ns • Thinking
T Maps
• Context
C of the Holocaust
H
Lesson Deelivery Comp
prehension
Check meethod(s) used
d in the lesson
n:
IInstructionall Modeling Guid
ded Practice Collaboraation Ind
dependent Prractice
Methods
Guided
d Inquiry Reflection
n
Day 1
D 1.Return to the Circle Maap
O
Overview 2. Holocausst Photo-Inquirry
3. Multiple reads of “Hoppe Despair and Memory”
4.Compare and Contrast ofo Boy and Speeaker
5. Exit Tick
ket
Prior Kn
nowledge, Context, and
d Motivation
n:
Preparing
P Opening Activity
A
t Learner
the 1. Open to oday’s class byb going backk to the circle map and reviiewing what students
s havee said about
conflict. Also,
A remind students
s that in
i our last meeeting we deteermined that conflict
c shoulld/should nott
be embraced. Today’s lesson
l has a connection
c to our enduring understandinng that “Conflflict is
Inevitable,,” but, the stuudents will enggage in a bit of
o inquiry to determine
d forr themselves ElieWeisel’s
E
perspective about conflict and one’s individual reesponsibility. Pose the folloowing questioon to studentss
and ask theem to discusss with a partneer:What happpens when we refuse to enggage in a confflict that
already exxists?
2. After sttudents discusss this questioon for 2 minuutes and 58 seconds, have them
t share soome of their
responses and add any new n ideas to ouro circle mapp.
Holocaustt Photo-Inqu uiry
3.Author’’s Message- Pair P students withw an elbow w partner to complete the following
f actiivity. The
teacher wiill display thee picture of Jeewish slave laaborers in the Buchenwald concentrationn camp near
Jena, Germ many (April166, 1945), on the t doc camerra. (Appendixx B)
Students will
w view pictuure for 1 minuute.Instruct sttudents not too speak to eacch other aboutt the picture,
but just obbserve the surrroundings. After
A 1 minute, tell studentss that the authhor of the speeech that we arre
about to reead is the seveenth prisoner to the right of o the middle bunk.
Interacting First Read Differenttiated
with the 1. “Hope Despair
D and M
Memory”- Distrribute a copy o
of the entire sp eech (Appendi ix Instructiion:ELL
Text A) to each student. Read the introductio
on of Elie Wie sel to the class
s, theninstruct Learnerss
them to reaad the speech itt silently. Notiice that many words
w were deffined for studennt Working in “like languagee”
to assist theem as they readd alone. Have students underrlinequotationss that have a pairs to wrrite butcher papeer
message orr speak to the author’s
a perspective. responses. Reading selecteed
paragraphss, teachers can
2. Students will write dow
wn why they beelieve their quoote is significannt on their also presellect colors for
handout (A
Appendix C). (55-10 min) students deepending on
language abilities
a within
3. After wriiting, have them
m share witha partner their reeasons for writting their quotee. groups.
4. Studentss will then be instructed to join another pairr (Have students move desks Studentss Who Need
into small groups
g of four))andshare theirr quotes with thheir new groupp (7-10 min). Addition
nal
5. Have eacch group share out to the entire class any quuote that they felt
f was Support:: Teacher may
significant. Students remaain in fours forr next reading. read aloudd or have studentts
listen to ann audio version oof
Second Read the speechh. Have the
1. Reading g in Four Voices (Appendix A). A Teacher diistributes four voices
v with students suummarize the texxt
after the seecond read.
different fon
nts of the entirre speech of “H
Hope, Despair, and Memory.” Instruct
students to each choose which
w reader (11-4) they want to be andread out loud their
part within their groups. (5 ( min)

32
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SAUSD Comm
mon Core Leesson
 Extending 2.Comparee and Contrasst 2 Voices: Diirect students too reread box 2 and box 3 to Double- Bubble
B allows
tthe Learningg contrast thee 2 different vooices (the boy, Elie as a child, and then Elie as an adult). students too visualize and
categorizee ideas being
3. Within groups,
g students will then be directed
d to focuus on creating a Thinking Maap presented within the
(Double-Buubble) in the Appendix
A C hanndout, compariing just Box 2 with
w Box 3 in speech. Pooster boards
the speech. (See Appendixx E for a key of
o the Double Bubble)
B being dispplayed in
classroom allows students
4. Box 2 off the speech cann be labeled “V
Victims of the Holocaust
H (passt) and box 3 can future refeerence.
be labeled “Survivor
“ of thhe Holocaust (ppast, present, and
a future). Stuudents should Studentss Who Need
befocusing on the differennces between thet sections, booth in themessaages Mr. Wieseel Addition
nal
is giving an
nd the past, preesent and futuree tenses beingaaddressed). Support:: Teacher may
read aloudd or have studentts
listen to ann audio version oof
the speechh. Have the
students suummarize the texxt
after the seecond read.

Acceleraated Learners::
When the task at hand is
completedd, students will
evaluate thhe last sentence
and determmine the main
idea. Pairss can be pre-
selected byy the teacher to
ensure studdents are able too
work on crritical thinking
skills whenn creating posterrs
and explannations for the
speech andd the quotation.

5. Finally, write the “Exxit Ticket” staatement that explains

e how Wiesel
believes we
w should deal with conflicct on a piece paper.
p
Day 2 1.Circle Maap and Galleryy Walk (make sure
s you have pictures
p displayyed around thee room prior to the lesson).
Overview 2. Third Reead of ElieWiesel Speech
3. Answerin ng the essentiaal question
Preparing Prior Knoowledge, Con ntext, and Motivation:Re
M eturn to the Ciircle Map
t Learnerr
the 1. Write on
n the outside of the circle m
map: Does “ssilence” impaact conflict?
Tell studennts to keep thhis essential quuestion in mind as they intteract with the photographhs and text.
Gallery Walk
W with Photograph
P s of Silence: “How does silence impaact conflict?””
1. Teacherr displays all 5 pictures thaat represent diifferent types of “silence” along with prresent day
picture of Elie Wiesel ono the walls around
a the rooom.Appendixx D
2. Divide students
s into enough groupps so that each photo has approximately
a y the same nuumber of
students.
3. Providee each studentt with the treee map handouut. (Appendix F). They will be
using this to write theirr reflections abbout each piccture.
• The sub b-headings arre the acceptannce speech, anda the titles of o each of thee
picturess.
• Below each
e subheadding, students should proviide textual eviidence to support their claiims.
• When it comes to ph hotographs annd art, studentts must look at a symbolism,, tone, colors,, light, shade,,
body laanguage, settinng and authorr or artist in order
o to site thhe evidence
4. Tell the students thatt they can worrk together too interpret andd identify an emotion
e or tyype of silence,
such as opppression, relaated to each of
o the picturess they see.Theey may work together as a group to fill
out the tree map. Reminnd them to keeep the essenttial question in i mind, “How w does silence impact
conflict?” as they review w each photoograph.
5. Allow groups
g approxximately 3-5 minutes
m for eaach photograpph before rotaating to the next “station.””
Class Rou und Robin:
6. At the end
e of this acttivity, allow time for the foollowing quesstions to be annswered by eaach group:
How does silence impact conflict? How H do you knnow? Which picture p best portrays
p the type
ty of silencee
that Elie Wiesel
W had to overcome?
33
S
SAUSD Comm
mon Core Leesson
IInteracting Third Rea ad of Speech h of “Hope, Despair,
D and Memory.”
M Third Read E
T EL
with the 7. Teacherr distributes copies
c of the speech
s and pllaces studentss into pairs. S
Sentence
8. Using a paired readinng, the teacheer instructs stuudents to eachh read the final F
Frame:
Text We believe
paragraph of the speechh out loud to one o another. Student
S A reaads to studentt B,then
_
__________be es
Student B reads to Studdent A. (7minn).
t portrays Elie
9. Teacherr distributes paper
p with fouur pictures poortraying silennce. Appendix _ Wiesel
10. Studennts are to answwer the follow wing questionns with their partners
p usingg the b
because______ _
pictures annd the final paaragraph as teextual supporrt for their response. How does
d _
_____
silence imppact conflict?? How do youu know? Whicch picture besst portrays thee type of
silence tha
at Elie Wiesell had to overccome?
Extending 11. Studennts are to takee out a half shheet of paper and
a spend thee final 5 minuutes
the answering g the followingg question.(E Explain with examples
e fromm the picturess and
Learning text.)
Do you aggree or disaggree that ann individual has
h an obliggation to speaak when
he or she encounters conflict?
12. Determ
mine What shhould go in thee Circle Map (silence impaacts conflict)

Leesson Reflecttion
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

34
S
SAUSD Comm
mon Core Leesson
 “Hope, Despair, and Memory”
Elie  Wiesel  is  a  Romanian-­‐born  Jewish-­‐American  writer,  professor,  political  activist  (def:  person  who  speaks  out  in  favor  
of  a  cause),  and  Holocaust  survivor.  He  is  the  author  of  57  books,  including  Night,  a  work  based  on  his  experiences  as  a  
prisoner  in  the  Auschwitz,  Buna,  and  Buchenwald  concentration  camps.  He  won  the  Nobel  Peace  Prize  in  1986  for  
speaking  out  against  violence,  repression,  and  racism.  The  committee  called  him  a  “messenger  to  mankind”  and  stated  
that  through  his  struggle  to  come  to  terms  with  “his  own  personal  experience  of  total  humiliation  and  of  the  utter  
contempt  (def:  considering  something  worthless)  for  humanity  shown  in  Hitler’s  death  camps”  as  well  as  his  “practical  
work  in  the  cause  of  peace,”  Wiesel  had  delivered  a  powerful  message  “of  peace,  atonement  (def:  making  up  for  sins),  
and  human  dignity  (def:  respect)”  to  humanity.  The  following  passage  is  an  excerpt  of  his  acceptance  speech  for  the  
Nobel  Peace  Prize,  delivered  in  Oslo,  Norway  on  December  10,  1986.  
It  is  with  a  profound  (def:  great)  sense  of  humility  (def:  having  a  modest  opinion  of  one’s  own  value)  that  I  accept  the  
honor  you  have  chosen  to  bestow  (def:  give)  upon  me.  I  know:  your  choice  transcends  (def:  goes  beyond)  me.  This  both  
frightens  and  pleases  me.  
It  frightens  me  because  I  wonder:  do  I  have  the  right  to  represent  the  multitudes  (def:  great  numbers)  who  have  
perished?  Do  I  have  the  right  to  accept  this  great  honor  on  their  behalf?  .  .  .    I  do  not.  That  would  be  presumptuous  (def:  
assuming  something  without  a  good  reason).  No  one  may  speak  for  the  dead;  no  one  may  interpret  their  mutilated  
dreams  and  visions.  
It  pleases  me  because  I  may  say  that  this  honor  belongs  to  all  the  survivors  and  their  children,  and  through  us,  to  the  
Jewish  people  with  whose  destiny  I  have  always  identified.  
I  remember:  it  happened  yesterday  or  eternities  ago.  A  young  Jewish  boy  discovered  the  kingdom  of  night.  [Note:  This  is  
the  phrase  Wiesel  used  in  Night  to  describe  his  experience  in  the  Holocaust.]  I  remember  his  bewilderment  (def:  
confusion);  I  remember  his  anguish  (def:  great  distress,  suffering,  or  pain).  It  all  happened  so  fast.  The  ghetto  (def:  
section  of  a  city  inhabited  primarily  by  members  of  an  ethnic  or  other  minority  group,  often  experiencing  hardship).  The  
deportation  (def:  forcibly  sending  Jews  to  concentration  camps).  The  sealed  cattle  car  (def:  large  train  car  used  to  ship  
Jews  to  concentration  camps).  The  fiery  altar  upon  which  the  history  of  our  people  and  the  future  of  mankind  were  
meant  to  be  sacrificed.  
I  remember:  he  asked  his  father:  "Can  this  be  true?"  This  is  the  twentieth  century,  not  the  Middle  Ages.  Who  would  
allow  such  crimes  to  be  committed?  How  could  the  world  remain  silent?  
And  now  the  boy  is  turning  to  me:  "Tell  me,"  he  asks.  "What  have  you  done  with  my  future?  What  have  you  done  with  
your  life?"  
And  I  tell  him  that  I  have  tried.  That  I  have  tried  to  keep  memory  alive,  that  I  have  tried  to  fight  those  who  would  forget.  
Because  if  we  forget,  we  are  guilty,  we  are  accomplices  (def:  person  who  helps  commit  a  crime).  
And  then  I  explained  to  him  how  naive  (def:  showing  lack  of  experience,  judgment,  or  information)  we  were,  that  the  
world  did  know  and  remained  silent.  And  that  is  why  I  swore  never  to  be  silent  whenever  and  wherever  human  beings  
endure  suffering  and  humiliation.  We  must  always  take  sides.  Neutrality  (def:  not  taking  a  side)  helps  the  oppressor,  
never  the  victim.  Silence  encourages  the  tormentor,  never  the  tormented.  Sometimes  we  must  interfere.  When  human  
lives  are  endangered,  when  human  dignity  is  in  jeopardy  (def:  danger),  national  borders  and  sensitivities  (def:  concerns)  
become  irrelevant.  Wherever  men  or  women  are  persecuted  (def:  harassed  or  oppressed)  because  of  their  race,  
religion,  or  political  views,  that  place  must  –  at  that  moment  –  become  the  center  of  the  universe.  
 
 
 
 
 
 
35
Reader #1
It  is  with  a  profound  sense  of  humility  that  I  accept  the  honor  you  have  chosen  to  bestow  upon  me.  I  know:  your  choice  
transcends  me.  This  both  frightens  and  pleases  me.  
It  frightens  me  because  I  wonder:  do  I  have  the  right  to  represent  the  multitudes  who  have  perished?  Do  I  have  the  right  
to  accept  this  great  honor  on  their  behalf?  .  .  .    I  do  not.  That  would  be  presumptuous.  No  one  may  speak  for  the  dead;  
no  one  may  interpret  their  mutilated  dreams  and  visions.  
It  pleases  me  because  I  may  say  that  this  honor  belongs  to  all  the  survivors  and  their  children,  and  through  us,  to  the  
Jewish  people  with  whose  destiny  I  have  always  identified.  

Reader #2
I  remember:  it  happened  yesterday  or  eternities  ago.  A  young  Jewish  boy  discovered  the  kingdom  of  night.  I  remember  
his  bewilderment;  I  remember  his  anguish.  It  all  happened  so  fast.  The  ghetto.  The  deportation.  The  sealed  cattle  car.  
The  fiery  altar  upon  which  the  history  of  our  people  and  the  future  of  mankind  were  meant  to  be  sacrificed.  
I  remember:  he  asked  his  father:  "Can  this  be  true?"  This  is  the  twentieth  century,  not  the  Middle  Ages.  Who  would  
allow  such  crimes  to  be  committed?  How  could  the  world  remain  silent?  

Reader #3
And  now  the  boy  is  turning  to  me:  "Tell  me,"  he  asks.  "What  have  you  done  with  my  future?  What  have  you  done  with  
your  life?"  
And  I  tell  him  that  I  have  tried.  That  I  have  tried  to  keep  memory  alive,  that  I  have  tried  to  fight  those  who  would  forget.  
Because  if  we  forget,  we  are  guilty,  we  are  accomplices.  
And  then  I  explained  to  him  how  naive  we  were,  that  the  world  did  know  and  remained  silent.  And  that  is  why  I  swore  
never  to  be  silent  whenever  and  wherever  human  beings  endure  suffering  and  humiliation.  We  must  always  take  sides.  
Neutrality  helps  the  oppressor,  never  the  victim.  Silence  encourages  the  tormentor,  never  the  tormented.  Sometimes  
we  must  interfere.    

Reader #4
When  human  lives  are  endangered,  when  human  dignity  is  in  jeopardy,  national  borders  and  sensitivities  become  
irrelevant.  Wherever  men  or  women  are  persecuted  because  of  their  race,  religion,  or  political  views,  that  place  must  –  
at  that  moment  –  become  the  center  of  the  universe.  
 

36
    Appendix 2B 

 
 

  37
 Conflict is Inevitable: “Hope, Despair, and Memory”
Each  group  will  receive  a  quotation  from  a  speech  given  by  Elie  Wiesel.  Read  your  quotation  and,  considering  the  picture  
displayed  on  the  overhead,  decide  what  the  quotation  might  mean  or  how  it  might  be  related  to  the  picture.  
My  Group’s  Quotation:  

Just  from  looking  at  the  quotation  and  the  picture,  we  think  this  means  .  .  .    

After  reading  the  speech,  we  think  this  means  .  .  .    

After  reading  the  speech  aloud  in  your  group  of  four,  work  together  to  create  a  double-­‐bubble  map  in  the  space  below.  
You  need  to  compare  and  contrast  the  section  marked  for  Reader  #2  with  the  section  marked  for  Reader  #3.  
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Now,  write  two  complete  sentences  summarizing  the  similarities  and  differences  between  the  sections  for  Reader  #2  
and  Reader  #3.  
 
 
 
 

38
After  reading  the  last  paragraph  (see  the  section  marked  for  Reader  #4)  and  viewing  the  four  pictures  representing  
silence,  answer  the  two  questions  below  in  complete  sentences.  
How  does  Wiesel  believe  silence  impacts  conflict?  How  do  you  know?  

Which  of  the  four  pictures  best  portrays  the  type  of  silence  Wiesel  was  trying  to  overcome?  Why?  

Scoring Rubric
Claim   Reasons   Evidence   Counterclaim   Grammar  
_____  Strong  (5)   _____  Convincing  (5)   _____  Convincing  (5)   _____  Disproved  (5)   ___  No/Few  Errors  (5)  
_____  Fair  (3)   _____  Included  (3)   _____  Included  (3)   _____  Included  (3)   ___  Some  Errors  (3)  
_____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   ___  Many  Errors  (1)  
      Total   _____  /  25  

Exit Ticket
Wiesel  believes  an  individual  has  an  obligation  to  speak  when  he  or  she  encounters  conflict.  Under  what  circumstances  
do  you  believe  a  person  has  an  obligation  to  speak  up?  Explain  your  answer  with  reasons  and  evidence/examples.  

39
http://www.examiner.com/article/silence‐speaks‐louder‐than‐words 

40
41
42
43
44
45
 Appendix E
Compare and contrast the blue section of the Speech (Victims of the Holocaust; past) to the Red
section of the speech (Survivors; Past, present, and future)
Frame of reference: A. What is the significance of the verbs that are used in each section? Why
do you think the author uses the past, present, and future tense in the red section? (responsibility) “What have you
B. What does this textual evidence tell us about conflict and silence? done?”
“It happened W/my future? w/
yesterday, or my life?
w
eternities
ago”

Both were
victims of the “I have tried …
“The sealed Holocaust to keep memory
cattle car” alive… to fight
those who would
forget.”
Survivor of the
Victims of the Jewish Holocaust
“Our Peo- Holocaust (The Past, “The world did
ple… sacri-
ficed”
(The Past) Present, and know and re-
mained silent”
Future)
Both speak
up for what
“Who would “Never be si-
they believe
allow such lent… {to} suf-
in
crimes to be fering and hu-
committed?” miliation”

Finally, write a bumper sticker on your exit slip that explains “Must take sides”
how Wiesel believes we should deal with conflict.

“Must interfere”
46
 How does silence impact conflict?

Acceptance Another hand silence silence-by silent

Speech over mouth lips slytherin_ statue
prince
Silence hurts the weak
Silence is not
and those who are
always voluntary
underrepresented
The woman is forcefully
forbidding her husband to speak.
“The world did know and
remained silent”

“Neutrality helps the

oppressor, never
the victim”

“Silence encourages the

tormentor, never the
tormented”

“Because if we forget,
we are the guilty, we are
accomplices.”

47
Lesson 1/Day 2

Prior Knowledge
Student Responses
Student Responses
It should be embraced from Lady & the Tiger

Conflict

48
 Prior Knowledge
Student Responses
Student Responses
It should be embraced from Lady & the Tiger

Conflict

Does “silence” impact conflict? 49

 Prior Knowledge
Student Responses
Student Responses
It should be embraced from Lady & the Tiger

Conflict

“silence” impacts conflict

50
 Appendix H

*If pictures cannot be displayed together, allow 1-2 minutes for studentsto view.

• http://www.examiner.com/article/silence-speaks-louder-than-words
• http://commons.wikimedia.org/wiki/File:Le_Silence_by_Auguste_Preault.jpg
• http://politichicks.tv/column/silence-the-death-knoll-of-liberty/silence/
• https://www.google.com/search?hl=en&site=imghp&tbm=isch&source=hp&biw=1525&bih=663
&q=family+violence+info+line%2C+Alberta&oq=family+violence+info+line%2C+Alberta&gs_
l=img.3...30481.40559.0.41534.34.16.0.18.18.0.187.1468.13j3.16.0...0.0...1ac.1.5.img.LV1-
bynz6hc#imgrc=-
mFoAEIwElPDAM%3A%3BfHcEmATVF9lq4M%3Bhttp%253A%252F%252Fwww.child.albe
rta.ca%252Fhome%252Fimages%252Ffamilyviolence%252Fimg_opfvb_hand_older_male.jpg%
3Bhttp%253A%252F%252Fwww.vancouvermra.com%252Fp%252Fpdf-
docs.html%3B1700%3B2200
• http://commons.wikimedia.org/wiki/File:Elie_Wiesel_2012_Shankbone.JPG

51
SAUSD Common Core Lesson Planner Teacher:
Unit: Grade Level/Course: Duration: 3 periods
Lesson 3 English 10 Date:
Content Standards:
10.RIT.1 – Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as
inferences drawn from the text.
10.RIT.4 – Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and
Common technical meanings; analyze the cumulative impact of specific word choices on meaning and tone.
Core and 10.RIT.9 – Analyze seminal U.S. documents of historical and literary significance, including how they address related
themes and concepts.
Content 10.W.1 – Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and
Standards relevant and sufficient evidence.
10.SL.1 – Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-
led) with diverse partners on grades 9-10 topics, texts, and issues, building on others’ ideas and expressing their own
clearly and persuasively.
10.L.5 – Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Materials/ Day 1
Resources/  
• Photographs of Martin Luther King, Jr. giving his speech(Appendix 3A) 
Lesson • Excerptversion of Martin Luther King, Jr.’s “I Have a Dream” speech, paragraphs 2-5 and 8-11 with
Preparation text dependent questions (Appendix 3B)
• Viewing Guide Handout(Appendix 3C)
Day 2
• Gallery Walk Pictures: Norman Rockwell paintings– Southern Justice, , and Photographs of
Elizabeth Eckford, Woolworth’s Sit in and peaceful protest in front of Woolworth’s Appendix 3D
• Gallery Walk Handout with Wheel of Emotion (Appendix 3E)
• Figurative Language Table (Appendix 3F)
• Figurative Language Tree Map with Pre-Selected Quotations Teacher Resource (Appendix 3G)
Day 3
• Clean copy of MLK speech (Appendix 3H)
• Rubric for Summative Assessment (Appendix 3I)
• Circle Map (Appendix J)

Content: Language:
Students will be able to analyze Martin Luther Students will analyze figurative language and pronouns
King Jr.’s “I Have a Dream speech” in order to while reading the speech.
Objectives understand the difference between individual Students will write an argument about the ways conflict
and collective responsibility and make a claim can bring people together using textual evidence from
about how conflict can bring people together. King’s speech.
Depth of Level 1: Recall Level 2: Skill/Concept
Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

College and Responding to varying demands of Valuing evidence
Career Ready audience, task, purpose, and discipline Comprehending as well as critiquing
Skills
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Core Building knowledge through content-rich nonfiction texts

Instructional Reading and writing grounded from text
Shifts
Regular practice with complex text and its academic vocabulary
EXPLANATION

KEY WORDS ESSENTIAL TO

WORDS WORTH KNOWING
Vocabulary

PROVIDES
TEACHER
Academic

UNDERSTANDING
(Tier II &

SIMPLE
Tier III)

promissory note, simile, metaphor, imagery, beacon, languishing, inextricably

figurative language, conflict, claim, evidence

52
SAUSD Common Core Lesson 3
 FIGURE OUT
unalienablle hheir, degeneratee, militancy, triibulations, Emancipation

STUDENTS

MEANING
THE
P
Proclamation, e
exile, manacless, redemptive

Pre-teachingg Teachers may

m need to sppend more or leess time review wing figurative language baseed on students’ familiarity
Consideration
C ns with the accademic vocabbulary, literary devices, and leessons coveredd earlier in the year.
Lesson Deelivery Comp
prehension
Check meethod(s) used
d in the lesson
n:
IInstructionall Modeling Guid
ded Practice Collaboraation Ind
dependent Prractice
Methods
Guided
d Inquiry Reflection
n
Overview of
O Teacher Information:
I In the previoous lesson, stuudents focused on whetherr or not indiviiduals have a
L
Lesson 3 choice to avoid
a conflictt and considerred the obligaation individuuals have to sppeak when enncountering
conflict. Students will continue
c to loook at the connflicts individuuals face in King’s
K speechh; however,
they will also
a begin to consider
c colleective responssibility to stannd up in the face
f of conflicct and the
ways in which conflict can bring peoople together (instead of brreaking them apart). This will w continue
to provide students withh resources annd thoughts thhey can use inn their final unit
u assessmennt, when theyy
will be connsidering wheen conflict shhould be embrraced and wheen it should be b avoided.
1. Circle Map
M revisited
2.Provide Background Knowledge on
o MLK and the
t Civil Righhts Movemennt (View Pictuures)
3. First Reead of Speechh
4. Text Deependent Queestions
Preparing
P Day 1 Differentiated
t Learnerr Prior Kn
the nowledge, Context, and d Motivation n: Instruction:
Return too the Circlee Map For all
a learners::
1. Revieww the Circle Map
M so far. Key words from each essential
e
You may
m decide to
question should
s now be in the cirrcle map. (“eembraced, ” “silence andd listen to MLK
obligation
n,” plus studdents’ responnses)On the outside
o of thhe circle mapp givingg his speech
write: Ca
an conflict brring people together? ratherr than reading iit
first. They can read
2. Think//Pair/Sharee: Ask studennts to responnd in writingg to the questtion, along as they listen.
“How can conflict bring people together?”” Give studennts about 6
Englissh Learners:
minutees to respondd to the question.Have sttudents sharee their responses Pair diiscussion of
with an
n elbow parttner. Each stuudent shouldd have 2 minnutes to sharre. unknoown words:
teacheer can provide
Class Round Robin: After students have shaared with theeir partners, call sentennce starters,
on severaal students too share their partner’s ressponse to thee question, using
u such as,
a “I didn’t
academicc vocabulary if possible. This shouldd take a maxiimum of 5 undersstand the word
minutes. ____, but I think it
might mean _____.”
Providing Backgrou und Knowledge Or “I didn’t
d
undersstand the word
3. Tell stu
udents they will
w be readiing Martin Luther
L King Jr.’s “I Havee a ____, but it reminds
Dreamm” speech, whhich explorees the differeent conflicts occurring me of _______.”
during the Civil Riights movem ment and Kinng’s feelings about Studennts should be
individ
dual and colllective respoonsibility in the
t face of thhis conflict. pairedd with students
who arre at similar
4. Questioon students’ knowledge of MLK briiefly and proovide context if levels of proficiency.
necessaary. (Martinn Luther Kingg, Jr. was ann African-Am merican preaacher Teachers may want too
who was
w a leader for
f non-violeent change thhrough civil disobediencce - pre-select difficult
e.g., no
onviolent prootests, sit-inss, etc. - durinng the 1950ss and 1960s)) vocabuulary and

53
S
SAUSD Comm
mon Core Leesson 3
 Preparin ng the Learn ner for the Speech
S providde students withh
IInteracting definittions prior to
Provide context
c for thhe speech: The
T occasion for MLK’s speech on readinng and/or
w Text
with August 28 8, 1963 was the “March on Washinggton,” wheree 200,000 providde “step-aside”
American ns of all racees called on Congress
C to pass a Civil Rights Bill definittions, where
demandin ng full equality for Africcan-Americaans. He gave his speech in i neededd.
Studeents Who
front of th
he Lincoln Memorial.
M [N
Note: This enntire activityy should takee
Need Additional
about 5 minutes.]
m Suppoort:
1. Place sttudents in grooups of four. Pass out the viewing
v guidde handout See abbove.
“Confliict is Inevitabble – I have a Dream” Studdents will use the handout to t Accellerated
assist th
hem in viewinng the photos of MLK. (Apppendix 3C) Learnners:
2. Display y for students the pictures of
o Martin Lutther King, Jr. giving his sppeech *First read: students
could be directed to
(Appen ndix 3A) 
select a particularly
3. Tell stu
udents to focuus on who is inn the audiencce and the possition of Kingg in meaninngful word,
front off the Lincoln Memorial. Ask them why King might have h chosen this
t phrasee, or sentence
spot forr his speech(SStudents shouuld note the coonnection to Lincoln
L and thhe and shhare why it
Emanciipation Proclaamation.   stood out to them
4. Ask stuudents to also consider whaat individual conflicts
c and choices each of and/orr what effect it
had onn them. (An
the indiividuals may have faced inn coming to thhe speech(students should note alternaate idea might
that theere are multiplle groups -racce, gender, etcc.- representeed in the pictuure).   be to create
c a Wordlee
5. Studentts should alsoo consider whhat this suggessts about indivvidual and for thee text and allow
w
collectiive responsibiility in the Civvil Rights moovement. [Note: This studennts to see what
discussion should takke no more thhan 5-10 minuutes.]  words and phrases
are reppeated, and thenn
First Rea
ad of MLK Speech discusss why this
might be the
6. Give stuudents the haandout with thhe speech excerpt printed on
o it Appendix 3B case.)hhttp://www.worr
and read it silently inn groups. dle.nett/
7. Remindd students to annotate
a the text
t by circlinng unknown words,highligh
w hting *Studeents could do
confusiing sections, etc.
e their own
o research onn
8. Partner Sharing: Sttudents will sharethe
s wordds/phrasestheyy marked withh backgrround for the
their elbbow partner and
a clarify anny meanings thhey can. speechh prior to or
after thhe introductoryy
9. Class Round
R Robin n: Have partneers share withh class any woords/phrases that
t lessonn.
are stilll confusing. Classmates
C annd the teacher should both help
h to clarifyy *Afterr the lesson (or
misund derstandings. as partt of the
Extending summative
Text Depeendent Questtions assessment), studentss
the can bee assigned to doo
Learning 10. For thee last five minnutes of class, students willl need to com
mplete an exitt
researcch on
ticket in reesponse to thee following teext-dependentt question: additioonal historical
a. What is Martin Lutheer King, Jr. saaying in his speech
sp about conflict
c and or currrent examples
unity? of connflict and use
them asa evidence in
b. Is he ca
alling for indivvidual or colllective changee? their summative
assessment.
Day 2 1. Gallery Walk and vieewing guide
Lesson 2. Figuratiive Languagee with MLK Speech
S
Overview 3. Exit Ticcket
Preparing Gallery Walk
W
the Learner Tell studennts thatprior to
t the second read of MLK K’s speech theey will be view
wing three
sets of situ
uation where conflict
c is appparent (Woollworth sit in photographs,
p E
ElizabethEckkford’s first
day of schhool, a Rockw well painting) that relate to the Civil Rigghts
movementt through a gaallery walk.
1. Give stuudents the Gaallery Walk Handout
H [Attacchment 3B] and
a have them m move in paiirs
through eaach of the fivee images as thhey fill out thhe handout (2--3 minutes peer picture).
2. Studentts will be idenntifying the coonflict (s) diffferent people in the picturees might be
facing. Sttudents shouldd:
a. identify
y at least two individuals
i peer picture – thhe goal is forsstudents to see thatboth blaack and
54
S
SAUSD Comm
mon Core Leesson 3
 white Ameericans faced conflicts in this
t time periood)
b. recognize the emotioon/mood eachh of these peoople might haave felt and thhe emotion/m
mood they feell
when theyy look at the picture
p
c. provide evidence(from the image)) to support thheir responsess.(You will prrobably want to create
multiple sttations for eacch picture).
3. Partnerr Sharing: Haave each pairr find another twosome, wiith whom theyy will share thheir
responses to each of thee pictures. Eaach pair shoulld have 2 minnutes to share..
IInteracting Differeentiated
w Text
with Preparing g the Learnerr for Figurattive Languagge Exercise
Instrucction:
1. Explain n to students thhat just as picctures can eliccit emotions from
f viewers,,
speakers (o or writers) caan use words to t paint pictuures that elicit emotions froom English Learners:
their listen
ners (or readerrs). Review with
w students the meaningss of imagery, Second read:
r teachers
simile, and d metaphor (uunder the conttext of figuraative languagee). This review w may wannt to pre-selectt
should onlly take a coupple minutes. all of the
e quotations
studentss are to analyzee
2. Tell students to look at theFigurattive Languagee table - instead of
o having themm
process grrid. (Appendiix 3F). find addditional phrasess
on their own.
Second Read
R of MLK Speech
Studentts Who Need
3. For the second read, students will look for exam mples of figuurative language Additional Support:
in King’s speech.
s For each
e example they find (teaacher can givee a See abovve.
recommen nded number to t find), studeents will draww a picture off the image,
identify th
he type of figuurative languaage (i.e., simile, metaphor, imagery), Accelerated
translate th
he phrase intoo literal languuage, and deteermine the em
motion elicitedd Learnerrs:
*For the second read,
by the phrase.
students could find all
4. Assist students in theeir understandding that Kingg used figurattive language to of the exxamples of
make his message
m moree palatable, unnderstandablee, and movingg to listeners. figurativve language
themselvves.
5. Studentts should thenn rank the figuurative phrasees from most positive
p to most
m
negative. *For the Gallery Walk
activity, students might
6.Select on
ne phrase theyy found particcularly meaniingful or effective in be givenn pictures of
convincingg them. Studeents should shhare their phraases with theiir elbow partnner differentt groups, either
and explaiin whether theey liked their translation orr the figurativve version bettter during thhe Civil Rights
and why. movemeent or other timee
periods, who faced
Extending Exit Tickett
conflictss related to
U
Understanding After students have shaared their respponses, they should
s compleete an exit ticcket discriminnation and
(approximmately 5 minuttes) where theey respond too the following two equal rigghts.
questions:
(1) Which h phrase do yoou like better – the literal or
o figurative – and why? *This woould help them
(2) Why dod you think Dr.D King usedd figurative laanguage insteaad of literal to extendd King’s ideas
language when
w speakinng to people during
d this tim
me of conflict?? beyond just the white-
black connflict to the
(Tell studeents that analyyzing MLK’ss speech form mat, we can see the powerfuul many othher minorities
way a leadder called for action when conflict arises – he made it i personal to and opprressed groups inn
them). Americaa.
Day 3 Lesson
D 1. Discusssion of peoplee’s roles and responsibilitie
r es during conflict
O
Overview 2. Close reeading of speeech – pronounns
3. Determiine differencees of the roless of responsibbility: individuual vs. the larrger society
Preparing the
P Prior Kno owledge:
L
Learner 1. Tell students that theey have looked at ways peoople can deal with conflicts in their livees. How did
Wiesel, in his writing, determine
d ressponsibility foor taking actioon? (Individuual’s responsibbility for
change). Some
S studentts might speakk to MLK or “The Lady annd the Tiger” conflict.
2. Tell students that todday they will look
l closely at
a King’s beliiefs about the role larger grroups of
people can n play in bringging about chhange during conflict.
c
IInteracting Close Reading: Pron nouns Differentiatted Instruction
n
w Text
with 1. Pass ou
ut the clean copy
c of MLK
K’s speech with
w activitiees English Leaarners:
(Appendiix 3H) Assist studennts with the
55
S
SAUSD Comm
mon Core Leesson 3
 Third Rea ad of MLK Speech
S meaning of each
e type of
2. In ordeer to see the diifferent roles and responsibbilities Martinn Luther pronoun. Prronouns can be
confusing foor early Englishh
King referrs to, tell students to underlline, circle, orr highlight the different
learners.
pronouns King
K uses in his
h speech (e..g., “we” vs. “the
“ Negro”).. Facilitate Students Who
W Need
as needed.. Additional Support:
Extending 3. Studentts will create a T-chartwithh the contrastss in King’s staatements Assist studennts with
U
Understanding pertaining to the individdual (“the Neegro” or “you””) and then, society
s as a reading the speech
s and
whole (“wwe,” “Americaa,” “the Negroo people”). categorizingg the pronouns
• Modell: Model one or two of thee contrasting roles r of responsibility on the T-Chhart
duringg conflicts Accelerated
d Learners:
*Continue too extend King’ss
ideas beyondd just the
·Examplle: “…Who had beeen ·“W
We must rise to majestic white-black conflict to the
seared inn the flames of heigghts of meeting phyysical many other minorities
m and
witherinnginjustice.” force with soul force.””  oppressed grroups in
America.
· ·

· ·

·  ·

• Studennts may workk with partnerss or individuaally to compleete the T-

chart. Facilitate as necessary.
n
• When student are fiinished, have them answerr the questions at the end
of this lesson in parrtners of grouups of 4. Alloow for group discussion
d
and claassroom discuussion:
1. How doees King describbe individuals facing
f conflicts in their socieety?

2. How doees King describbe larger groupps of people and their responssibilities when
facing confflicts in societyy?

3. What connclusions can you

y make abouut facing confliicts as an indivvidual or as a
collective group?
g How dooes this relate to
t conflicts ourr world is facinng today or in
your own liife?

Closure
t circle mapp. Ask: Can conflict briing people to
Return to the ogether?
Determin
ne if a statem
ment can be added
a to the circle map and
a why.

Lesson Reflectiion
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

56
S
SAUSD Comm
mon Core Leesson 3
 Attachment 3A


http://life.time.com/civil-rights-movement/mlk-the-freedom-rides-photos/attachment/51262_c8_21a/

57
 Attachment 3A

http://www.workingoutthedetails.com/inspiration-to-face-the-difficulties-of-today-and-tomorrow/

58
 Attacchment 3B

Excerpts
E from
m “I Have a Dream”
D – Martin Lutherr King, Jr.

Five score years ago,

a a great American,
A in whose
w symbollic shadow wee stand todayy, signed the Emancipation
E
Procllamation. Thiis momentouss decree camee as a great beeacon light off hope to millions of Negroo slaves who had been
seareed in the flam
mes of witherin I came as a jooyous daybreak to end the long night off their captivity.
ng injustice. It

But one
o hundred years
y later, th
he Negro still is not free. One hundred years
y later, thee life of the Negro
N is still sadly crippledd
by thhe manacles of
o segregation
n and the chainns of discrimiination. One hundred
h yearrs later, the Neegro lives on a lonely
island of poverty in
i the midst of
o a vast oceann of material prosperity. One
O hundred years
y later, thee Negro is stiill languishingg
in thee corners of American
A society and findss himself an exile
e in his ow
wn land. So we
w have come here today too dramatize a
sham
meful conditioon.

In a sense
s we havee come to ourr nation's capiital to cash a check. Whenn the architectts of our repubblic wrote thee magnificentt
wordds of the Consstitution and the
t Declaratioon of Indepenndence, they were
w signing a promissory note to whichh every
American was to fall
f heir. Thiss note was a promise
p that all
a men, yes, black
b men as well as whitee men, would be
guaraanteed the unalienable righ
hts of life, libeerty, and the pursuit
p of happpiness.

It is obvious
o todayy that Americca has defaulteed on this proomissory notee insofar as heer citizens of color are conncerned.
Instead of honorinng this sacred
d obligation, America
A has given
g the Neggro people a bad
b check, a check
c which has
h come
back marked "insuufficient fund
ds." But we reefuse to believve that the bannk of justice is
i bankrupt. We
W refuse to believe
b that
theree are insufficieent funds in th
he great vaultts of opportunnity of this naation. So we have
h come to cash this cheeck -- a checkk
that will
w give us upon
u demand the riches of freedom and the security of
o justice. . . .

We must
m forever conduct
c our struggle
s on thee high plane of
o dignity andd discipline. We
W must not allow
a our creative protest
to deegenerate intoo physical viollence. Again and again wee must rise to the majestic heights
h of meeeting physicaal force with
soul force. The maarvelous new
w militancy whhich has enguulfed the Negrro communityy must not leaad us to a disttrust of all
whitee people, for many
m of our white
w brotherrs, as evidenceed by their prresence here today,
t have coome to realizee that their
destinny is tied up with
w our destiiny. They havve come to realize that theiir freedom is inextricably bound
b to our freedom. Wee
cannot walk alonee.

59
  Attacchment 3B
As we
w walk, we must
m make thee pledge that we
w shall alwaays march aheead. We cannoot turn back. There are thoose who are
askinng the devoteees of civil righ
hts, "When will
w you be sattisfied?" We can
c never be satisfied as loong as the Neegro is the
victim
m of the unsppeakable horro
ors of police brutality.
b We can never bee satisfied, as long as our bodies,
b heavy with the
fatiguue of travel, cannot
c gain lo
odging in the motels of thee highways annd the hotels of
o the cities. We
W cannot bee satisfied as
long as the Negro's basic mobillity is from a smaller ghettto to a larger one. We can never be satissfied as long as
a our
childdren are strippped of their seelfhood and roobbed of theirr dignity by signs stating "For Whites Only".
O We cannnot be
satisffied as long as
a a Negro in Mississippi
M cannot vote annd a Negro in New York beelieves he hass nothing for which to
vote. No, no, we are
a not satisfieed, and we will not be satisfied until jusstice rolls dow
wn like waterrs and righteouusness like a
mighhty stream.

o you have come here outt of great trials and tribulattions. Some of you have coome fresh
I am not unmindfuul that some of
m narrow jail cells.
from c Some off you have coome from areaas where yourr quest for freeedom left youu battered by the storms off
perseecution and sttaggered by th
he winds of police
p brutalityy. You have been
b the veterrans of creativve suffering. Continue to
workk with the faitth that unearn
ned suffering is
i redemptivee.

Go back
b to Mississsippi, go back to Alabamaa, go back to South
S Carolinna, go back too Georgia, go back to Louiisiana, go
back to the slums and ghettos of
o our northerrn cities, know
wing that som
mehow this sittuation can annd will be chaanged. Let us
not wallow
w in the valley of despair.

60
 

  61
 Appendix 3D

Gallery Walk Photos

Picture 1--Woolworth Sit In

photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/5.html
Picture 1 Continued (Woolworth’s)

62
 Appendix 3D

The Woolworth Sit-In, Jackson Mississippi, 5/28/63 was the most violently attacked sit-in of the
'60s and the most publicized. Involving a White mob of several hundred, it went on for several
hours while hostile police from Jackson's huge all-White police department stood by approvingly
outside and while hostile FBI agents inside (in sun-glasses) "observed." Seated, left to right are
Hunter Gray (John R. Salter, Jr.) -- Native American; Joan Trumpauer (now Mulholland), a
White Southern student at a private Black college, Tougaloo College [one of two White students
at Tougaloo]; Anne Moody, Black, from Wilkinson County, Mississippi. Gray [Salter] was a
very young Tougaloo professor; and Joan and Anne were my students. All of us are covered
with sugar, salt, mustard, and other slop. I was beaten many times -- fists, brass knuckles, and a
broken glass sugar container -- and am covered with blood.

http://www.google.com/imgres?imgurl=http://hunterbear.org/sitin.jpg&imgrefurl=http://hunterbe
ar.org/Woolworth%2520Sitin%2520Jackson.htm&h=668&w=875&sz=653&tbnid=2dFnHby5-
_P4hM:&tbnh=90&tbnw=118&zoom=1&usg=__azlz2p8gFhVa3eAVLbJiUsJ96dg=&docid=r34
nCn7kMyvEuM&hl=en&sa=X&ei=cPNmUYeqK6atiQLdtICoBw&sqi=2&ved=0CDUQ9QEw
AQ&dur=374

63
 Appendix 3D

Picture 2- Elizabeth Eckford

Elizabeth Ann Eckford made history as a member of the Little Rock Nine, the nine African-
American students who desegregated Little Rock Central High School in 1957. The image of
fifteen-year-old Eckford, walking alone through a screaming mob in front of Central High
School, propelled the crisis into the nation’s living rooms and brought international attention to
Little Rock (Pulaski County).

photos.state.gov/galleries/usinfo-photo/39/civil_rights_07/4.html

64
 Appendix 3D

http://0.tqn.com/d/detroit/1/0/T/8/-/-/The-Problem-We-All-Live-With-8x5.jpg

In spring of 1960, Ruby Bridges was one of 6 black children in New Orleans to pass the test that
determined whether or not the black children would go to the all white school. She went to a
school by herself while the other 5 children went somewhere else. Six students were chosen;
however, two students decided to stay at their old school, and three were transferred to
Mcdonough. Ruby was the only one assigned to William Frantz. Her father was initially
reluctant, but her mother felt strongly that the move was needed not only to give her own
daughter a better education, but to "take this step forward ... for all African-American children."
Her mother finally convinced her father to let her go to the school. The court-ordered first day of
integrated schools in New Orleans, November 14, 1960, was commemorated by Norman
Rockwell in the painting The Problem We All Live With. As Bridges describes it, "Driving up I
could see the crowd, but living in New Orleans, I actually thought it was Mardi Gras. There was
a large crowd of people outside of the school. They were throwing things and shouting, and that
sort of goes on in New Orleans at Mardi Gras." Former United States Deputy Marshal Charles
Burks later recalled, "She showed a lot of courage. She never cried. She didn't whimper. She just
marched along like a little soldier, and we're all very very proud of her."

65
    Appendix E 

Emotion I feel when I How would you describe Look at the faces/body
look at the picture the emotional atmosphere language of those in the
(mood) in the picture? picture.
Use the Wheel of
Emotions on the back How do the people in the What conflicts are they
of the page for help. picture appear to feel? experiencing?

Identify one detail from Identify at least two

the picture that supports different conflicts. Each
your answer (e.g., a gigan- person in the picture might
tic grin is evidence of be facing a different conflict
happiness).
Picture 1-
Protest in front of
Woolworth's

Picture 2-
Elizabeth Eckford

Picture 3
Norman Rockwell
Painting, The Probl
em We All Live With
(of the little girl bei
ng escorted by US
Marshals)

66
    Appendix 3 E

67
 Martin Luther King’s “I Have a Dream Speech”
Analyzing the Figurative Language

Figurative Language Type of Figurative Translation into literal lan- Emotions I feel based on Sketch picture (image) of
Example Language guage the phrase phrase

68
 Martin Luther King’s “I Have a Dream Speech”
Analyzing the Figurative Language

Figurative Language Type of Figurative Translation into literal lan- Emotions I feel based on Sketch picture (image) of
Example Language guage the phrase phrase

Great beacon light of

hope
Manacles of
segregation and the
chains of discrimination

lonely island of poverty

America has given the

Negro people a bad
check
Until justice rolls down
like waters ...

Our bodies, heavy with

the fatigue of travel,
cannot gain lodging
Battered by the storms
of persecution and
staggered by the winds
69
of police brutality
 Looking For Pronouns: “I Have a Dream” – Martin Luther King, Jr.
Five score years ago, a great American, in whose symbolic shadow we stand today, signed the
Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions
of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak
to end the long night of their captivity.
But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is
still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years
later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity.
One hundred years later, the Negro is still languishing in the corners of American society and finds
himself an exile in his own land. So we have come here today to dramatize a shameful condition.
In a sense we have come to our nation's capital to cash a check. When the architects of our republic
wrote the magnificent words of the Constitution and the Declaration of Independence, they were
signing a promissory note to which every American was to fall heir. This note was a promise that all
men, yes, black men as well as white men, would be guaranteed the unalienable rights of life, liberty,
and the pursuit of happiness.
It is obvious today that America has defaulted on this promissory note insofar as her citizens of color
are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad
check, a check which has come back marked "insufficient funds." But we refuse to believe that the
bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of
opportunity of this nation. So we have come to cash this check -- a check that will give us upon demand
the riches of freedom and the security of justice. . . .
We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow
our creative protest to degenerate into physical violence. Again and again we must rise to the majestic
heights of meeting physical force with soul force. The marvelous new militancy which has engulfed the
Negro community must not lead us to a distrust of all white people, for many of our white brothers, as
evidenced by their presence here today, have come to realize that their destiny is tied up with our
destiny. They have come to realize that their freedom is inextricably bound to our freedom. We cannot
walk alone.
As we walk, we must make the pledge that we shall always march ahead. We cannot turn back. There
are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be
satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never
be satisfied, as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of
the highways and the hotels of the cities. We cannot be satisfied as long as the Negro's basic mobility is
from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of
their selfhood and robbed of their dignity by signs stating "For Whites Only". We cannot be satisfied as
long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which
to vote. No, no, we are not satisfied, and we will not be satisfied until justice rolls down like waters and
righteousness like a mighty stream.
I am not unmindful that some of you have come here out of great trials and tribulations. Some of you
have come fresh from narrow jail cells. Some of you have come from areas where your quest for
freedom left you battered by the storms of persecution and staggered by the winds of police brutality.
You have been the veterans of creative suffering. Continue to work with the faith that unearned
suffering is redemptive.
Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to
Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation
can and will be changed. Let us not wallow in the valley of despair.

70
Appendix 3H
 Compare and Contrast
Directions: Create a T-chart of King’s statements identifying the different conflicts that the Negro
faces (“the Negro”, "or “you”) and the responsibilities we as Americans (white people, African-
Americans, “we,” “our,” “America,” “the Negro people”) must collectively address

The Negro (individual) The American Collectively

Responding to the T-Chart

1. How does Martin Luther King describe individuals and their situation in society (individual action)?

__________________________________________________________________________________________
__________________________________________________________________________________________

2. How does Martin Luther King describe larger groups of people and their situation in society
(collective action)?
__________________________________________________________________________________________
__________________________________________________________________________________________

3. What conclusions can you make about facing conflicts as an individual or as a collective group?
How does this relate to conflicts our world is facing today or in your own life?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________

71
Appendix 3H
Appendix 3I

*Use this rubric with the Quickwrite and the Digital

Presentation
Appearance and Content Rubric for: Argumentative Digital Presentation 

Teacher Name:  

Student Name: ________________________________________ 

CATEGORY  4  3  2  1 
Claim & Counterclaim  Thoroughly addresses all  Adequately addresses all  Does not address all parts of  Does not address all parts of 
parts of the prompt. Includes  parts of the prompt. Includes  the prompt. Claims may be  the prompt. Does not include 
at least 3 clear and specific  less than 3 specific claims  lacking, may not be strong,  any claims. No counterclaim 
claims based on textual  based on textual evidence.  or are not based on  is given. 
evidence. Counterclaim is  Counterclaim is presented  evidence. Counterclaim may 
presented and clearly  and somewhat refuted.  be weak or missing. 
refuted. 

Evidence & Citations  Evidence is thoroughly and  Evidence is clearly explained.  Evidence is not clearly  Explanation of evidence is 

clearly explained. Proper  Proper citation is given for  explained. Citations are  short, missing, or may be 
citation is given for each  most pieces of evidence.  lacking for most pieces of  awkward. No citations are 
piece of evidence.  evidence.  given. 

Style & Conventions  Presentation has no  Presentation has 1‐2  Presentation has 1‐2  Presentation has more than 

misspellings or grammatical  misspellings, but no  grammatical errors and few  2 grammatical and/or 
errors. Sentences are clear,  grammatical errors. Most  misspellings. Sentences may  spelling errors. Sentences are 
concise, and varied.  sentences are clear and show  be awkward or unclear.  very awkward. 
variety. 

Presentation & Organization  All graphics are attractive  A few graphics are not  All graphics are attractive but  Several graphics are 

(size and colors) and support  attractive but all support the  a few do not seem to  unattractive AND detract 
the theme/content of the  theme/content of the  support the theme/content  from the content of the 
presentation. Must include  presentation. Still includes 5‐ of the presentation. May be  presentation. Does not meet 
5‐10 slides.  10 slides.  under 5 slides.  minimum requirement of 
slides. 

Multimedia Usage  Presentation includes at least  Presentation includes at least  Media use may distract from  Media may be lacking.

2 pieces of school‐  2 pieces of school‐  presentation. 
appropriate pictures, videos,  appropriate pictures, videos, 
or music. Media use  or music. Media use follows 
enhances presentation.  the flow of presentation. 

72
 Prior Knowledge
Student Responses
Student Responses
It should be embraced from Lady & the Tiger

Conflict

“silence” impacts conflict

73
SAUSD Common Core Lesson Planner Teacher:
Unit: Grade Level/Course: Duration: 3-4 days
Lesson #:4 English 9/10 Date:
Content Standards:
ELA 9-10 RL2: Determine a theme or central idea of a text and analyze in detail its development
over the course of the text, including how it emerges and is shaped and refined by specific details;
provide an objective summary of the text.
ELA 9-10.RL1: Cite strong and thorough textual evidence to support analysis of what the text says
explicitly as well as inferences drawn from the text.
ELA 9-10.RL 10: By the end of grade 9, read and comprehend literature, including stories, dramas,
and poems, in the grades 9-10 text complexity band proficiently, with scaffolding as needed at the
high end of the range. By the end of grade 10, read and comprehend literature, including stories,
dramas, and poems, at the high end of the grades 9-10 text complexity band independently and
proficiently.
ELA 9-10.W.1: Write arguments to support claims in an analysis of substantive topics or text, using
valid reasoning and relevant and sufficient evidence.
a) Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and
create an organization that establishes clear relationships among claim(s), counterclaims,
reasons, and evidence.
b) Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out
the strengths and limitations of both in a manner that anticipates the audience’s knowledge
level and concerns.
c) Use words, phrases, and clauses to link the major sections of the text, create cohesion, and
clarify the relationships between claim(s) and reasons, between reasons and evidence, and
Common between claim(s) and counterclaims.
Core and d) Establish and maintain a formal style and objective tone while attending to the norms and
Content conventions of the discipline in which they are writing.
Standards e) Provide a concluding statement or section that follows from and supports the argument
presented.
ELA. 9-10.SL1: Initiate and participate effectively in a range of collaborative discussions (one-on-
one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues,
building on others’ ideas and expressing their own clearly and persuasively.
a) Come to discussions prepared; having read and researched the material under study;
explicitly draw on that preparation by referring to evidence from texts and other research on
the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
b) Work with peers to set rules for collegial discussions and decision-making (e.g., informal
consensus, taking votes on key issues, presentation of alternate views), clear goals and
deadlines, and individual roles as needed.
c) Propel conversations by posing and responding to questions that relate the current
discussion to broader themes or larger ideas; actively incorporate others into the discussion;
and clarify, verify, or challenge ideas and conclusions.
d) Respond thoughtfully to diverse perspectives, summarize points of agreement and
disagreement, and, when warranted, qualify or justify their own views and understanding
and make new connections in light of the evidence and reasoning presented.
ELA.9-10.L.1: Demonstrate command of the conventions of standard English grammar and usage
when writing or speaking.
Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute)
and clauses (independent, dependent: noun, relative, adverbial) to convey specific meanings and add
variety and interest to writing or presentations.
Materials/ • Pleasantville video clip
Resources/ https://docs.google.com/file/d/0B5oI_jHrW1i9Y29uQklFRExTTzA/edit?usp=sharing
Lesson • copies of the Preparing the Learner-Pleasantville (Appendix Lesson 4A)
Preparation • copies of the poem “The Unknown Citizen” (Appendix Lesson 4B)
• Final Conflict Circle Map (Appendix 4C)
• Alternative activities for Students (Appendix 4D)
74
SAUSD Common Core Lesson
 • access to http://www.shmoop.com/unknown-citizen/ website

Content: Language:
Students will determine the author’s Students will use a variety of sentence types to
Objectives main idea as it relates to conflict and express their interpretation of the poem.
cite textual evidence to support their
analysis of the poem.
Depth of Level 1: Recall Level 2: Skill/Concept
Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking
Demonstrating independence Building strong content knowledge

College and Responding to varying demands of Valuing evidence

Career Ready audience, task, purpose, and discipline Comprehending as well as critiquing
Skills Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Core Building knowledge through content-rich nonfiction texts

Instructional Reading and writing grounded from text
Shifts
Regular practice with complex text and its academic vocabulary
PROVIDES SIMPLE

KEY WORDS ESSENTIAL TO

EXPLANATION

WORDS WORTH KNOWING

UNDERSTANDING
TEACHER
Academic Vocabulary

saint, absurd Social Psychology, content, installment, scab,

(Tier II & Tier III)

dues, mates, sensible, union, phonograph,

eugenist
FIGURE OUT

proper, certainly served, satisfied, against, declare, interfered

STUDENTS

MEANING
THE

Pre-teaching Have video set up prior to the lesson. Preselect groups for 2nd reading activity. Identify
Considerations students, ahead of time, who will need additional support and scaffolding with the
vocabulary. Teacher can familiarize himself/herself with the author and history of the poem
by going to: http://www.shmoop.com/unknown-citizen/
*Project the film cover in color for students to note the differences in color.
* Make sure you are able to open and view the video clip before presenting to the class.
Lesson Delivery Comprehension
Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent Practice
Methods
Guided Inquiry Reflection
1. Conflict and Pleasantville Clip
Overview of 2. First read of “Unknown Citizen”
Day 1
3. Think/ Pair/ Share
Lesson 4
4. Text’s Message
Prior Knowledge, Context, and Motivation:
Day 1
1) Students will analyze the film cover and do a quick write on the following question:
How does the statement “Nothing is as simple as black and white” relate to our big
idea of “Conflict is inevitable”? Students will then share out their ideas with the
class.
Sentence Frames: 75
SAUSD Common Core Lesson
 Th he statementt “nothing iss as simple as black and white”
w meanns…
“CConflict is innevitable” means…
m
Bo oth quotes shhow…
2) Sttudents will then view a short video clip from Plleasantville and a answer thet
quuestions provvided. (Appeendix4A.) AfterA answerring the quesstions indepeendently,
stuudents will share
s their annswers in grroups of fourr and add anny new insighhts to their
annswers.
Su uggested disscussion poin nts:
Th he video clipp shows how w conflicts/ problems
p maay be dealt with
w in our daaily lives.
Peeople may chhoose to be silent
s and coomplacent, which
w is a toppic discussed in Lesson
2 (Wiesel). Otthers may chhoose to chaallenge social norms, which is a topicc discussed
inn Lesson 3(M MLK). Students should beginb thinkinng about the consequences one dealss
with in avoidiing conflict compared
c too the consequuences one deals
d with if conflict is
emmbraced andd social norm ms are challenged.
1st read: D
Differentiateed
1. Sttudents will do
d an unencum mbered 1st reaad of the “Unkknown In
nstruction:
Ciitizen.”
2. Beefore studentss begin readinng, pose the question:
q Whoo is English Learrners:
E
“h
he”? How cann you describee the “Unknow wn Citizen”? T
Teacher can do
d the first
3. Diirect studentss to note any patterns
p as theey read (for example
reead as an uneencumberedd
reppeated wordss, parallel struucture…) and to think abouut the
quuestions above. reead aloud.
4. Thhink-Pair-Sh hare: After thhe reading, stuudents discuss with a
paartner what paatterns they noted and theirr description of the Students Wh ho Need
“U
Unknown Citiizen” based on o the poem. A
Additional S
Support:
5. Teeacher will raandomly selecct students to share out theiir T
Teacher can do
d the first
fin
ndings. reead as an uneencumberedd
6. Exxit Slip: Whaat is the main idea of the pooem? reead aloud.
Day 2 Lessson Overvieew Accelerated Learners:
A
Body of the 1. 2nd Read d of “Unknow wn Citizen”- chunking
c the text
Lesson: Students will read the
2. Round Robin
R
Activities/ pooem indepenndently.
Questioning/ 3. Vocabu ulary Class Diiscussion
Tasks/ Strategies/ 4. Author’’s Purpose-Cllass Discussioon
Technology/
Engagement
5. State tw
wo claims andd support withh evidence
Day 2 English Learrners:
E
2nd read: Pre-teach diffficult
1. Ch hunking the Text-Teacheer will chunk the t text (takinng into voocabulary beefore
co
onsideration thhe different leearning needss of the studennts). In sttudents read
grroups of 4, stuudents will read their chunk of the poem m, inndependentlyy. Assign
highlight key words
w and unkknown words, then write a leess complex chunks of
su
ummary statem ment in the margin
m of theirr paper. thhe poem. Proovide
2. Ro ound Robin--Students willl share their summary and
diiscussion staarters for
highlighted words with theirr group. Grouups should disscuss the
sttudents to discuss their
meanings of thee words and keepk record of
o each studennt’s
su
ummary. By thhe end of the group activitty, all group members
m chhunk of text.
sh
hould have a summary
s of each
e chunk off the poem wrritten on Inn my sectionn of the
their own paperr. pooem, the autthor is tryingg
3. Vo ocabulary Diiscussion-As a class, discuuss key vocabbulary too say _______.
that students iddentified as well as reinforccing the pre-sselected Inn my opinionn, this part
keey words (focusing on the bolded
b terms below) that area off the poem means
m
esssential to the understandinng of the poem m. Students thhen share _______________.
ouut their group summaries. (Teacher
( mayy want to assiggn group T line “____________”
The
ro
oles ahead of time
t to have a reader for thhis last activitty) reeally means
4. Au uthor’s Purp pose Class Diiscussion: Whhat was the auuthor’s
___________________.
76
SAUSD Comm
mon Core Leesson
 pu
urpose in writting this poem
m? What is thee author tryinng to get
yo
ou to understaand? Students Whho Need
5. Cllaims and Evvidence-Exit slip: Based on o what you read,
r list A
Additional S
Support:
2 to
t 3 actions thhe “Unknownn Citizen” toook and state what
w Same as abovve
co
onflict he avoiided by taking those actionns.
Day 3 Lessson Overvieew
1.3rd Readd of Poem
Accelerated Learners:
A
2. T-Chartt-Results of avvoiding Confflict A
Assign the moore complexx
3. Think/WWrite/Pair/Shaare chhunks of thee poem (for
4. Write a Paragraph staating a claim and supportinng with Evideence exxample the last
l section
5. Circle Map-Frame
M off Reference thhat includes the author’s
Day 3 poosed questioons to the
3rd read: reeader).
1. Ree-read the poeem independeently
2. T--Chart-Focuss on the essenntial question: What are thee English Learrners:
E
po
ossible resultss of avoiding conflict? Bassed on the poeem, chart A
Allow studennts to work
ou
ut the pros andd cons of avooiding conflictt on a T-Charrt.
w a strongeer student ass
with
3. Th hink-Write-P Pair Share: Students
S will discuss their
suupport in creeating their
responses with a partner.
Lesson Asssessment: T Map.
Tree
Students Wh ho Need
4. Cllaim and Eviidence-In a paragraph, connsider the authhor’s A
Additional S
Support:
final queestions in the poem: “Was he free? Wass he happy?” Do D you Same as abovve
think avooiding conflicct makes peopple happy? What
W are the poossible
A
Accelerated Learners:
consequeences of avoiiding conflict?? Use evidencce from the poem to
support your
y answer. (Teacher willl use the provvided rubric too assess *HHonors classses may be
student work.
w asssigned the task
t to
reewrite the pooem
5. Circle Map-Return
M t the Circle Map
to M for a final time. Can you foocusing on thhe
now add thhe big idea too the frame off reference? See
S sample beelow:
“uunknown cittizen” takingg
Confflict is inevitable  diifferent actioons that leadd
too conflict.

Lesson Reflectiion
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

77
SAUSD Comm
S mon Core Leesson
Name : ______________________________________ Date: _________ Period: ______

Big Idea: Conflict is inevitable.

W.H. Auden- “The Unknown Citizen”

Warm-up

Directions: The picture displayed from this link

http://www.dvdsreleasedates.com/covers/pleasantville-blu-ray-cover-14.jpg is the film
cover for the movie Pleasantville. The setting takes place in a small town in the 1950s.
After taking note of the major elements in the picture, answer the question below on the
space provided.

How does the statement “Nothing is as simple as black and white” relate to our big idea
of “Conflict is inevitable”?

http://www.dvdsreleasedates.com/covers/pleasantville-blu-ray-cover-14.jpg

Attachment A 78
Name : ______________________________________ Date: _________ Period: ______

Video Clip Analysis

Directions: In groups of four, you will each respond to the questions below AFTER
viewing the Pleasantville video clip. Write your answers on the lines below. Be sure to
share with your group and write down new ideas on your own paper.

Questions:

1. Take note of how color is used to create tension between characters in the movie.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

2. How do the color choices symbolize the characters’ decision to avoid conflict?

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

3. Do any characters create conflict by challenging social norms? Give one example.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

4. Are the changes you see in the characters positive or negative? Be specific in your

response.

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

________________________________________________________________________

Attachment A 79
Teachers: The poem below is an example of how you may choose to chunk the text for the 
group reading. 
 
The Unknown Citizen
by W. H. Auden
He was found by the Bureau of Statistics to be
One against whom there was no official complaint,
And all the reports on his conduct agree
That, in the modern sense of an old-fashioned word, he was a
saint,
For in everything he did he served the Greater Community.
Except for the War till the day he retired
He worked in a factory and never got fired,
But satisfied his employers, Fudge Motors Inc.
Yet he wasn't a scab or odd in his views,
For his Union reports that he paid his dues,
(Our report on his Union shows it was sound)
And our Social Psychology workers found
That he was popular with his mates and liked a drink.
The Press are convinced that he bought a paper every day
And that his reactions to advertisements were normal in every way.
Policies taken out in his name prove that he was fully insured,
And his Health-card shows he was once in hospital but left it cured.
Both Producers Research and High-Grade Living declare
He was fully sensible to the advantages of the Instalment Plan
And had everything necessary to the Modern Man,
A phonograph, a radio, a car and a frigidaire.
Our researchers into Public Opinion are content
That he held the proper opinions for the time of year;
When there was peace, he was for peace: when there was war, he went.
He was married and added five children to the population,
Which our Eugenist says was the right number for a parent of his
generation.
And our teachers report that he never interfered with their
education.
Was he free? Was he happy? The question is absurd:
Had anything been wrong, we should certainly have heard.

80
 The Unknown Citizen
(To  JS/07  M  378  This  Marble  Monument  Is  Erected  by  the  State)  
He  was  found  by  the  Bureau  of  Statistics  to  be  
One  against  whom  there  was  no  official  complaint,  
And  all  the  reports  on  his  conduct  agree  
That,  in  the  modern  sense  of  an  old-­‐fashioned  word,  he  was  a  saint,  
For  in  everything  he  did  he  served  the  Greater  Community.  
Except  for  the  War  till  the  day  he  retired  
He  worked  in  a  factory  and  never  got  fired,  
But  satisfied  his  employers,  Fudge  Motors  Inc.  
Yet  he  wasn't  a  scab1  or  odd  in  his  views,  
For  his  Union  reports  that  he  paid  his  dues,  
(Our  report  on  his  Union  shows  it  was  sound)  
And  our  Social  Psychology  workers  found  
That  he  was  popular  with  his  mates  and  liked  a  drink.  
The  Press  are  convinced  that  he  bought  a  paper  every  day  
And  that  his  reactions  to  advertisements  were  normal  in  every  way.  
Policies  taken  out  in  his  name  prove  that  he  was  fully  insured,  
And  his  Health-­‐card  shows  he  was  once  in  hospital  but  left  it  cured.  
Both  Producers  Research  and  High-­‐Grade  Living  declare  
He  was  fully  sensible  to  the  advantages  of  the  Installment  Plan2  
And  had  everything  necessary  to  the  Modern  Man,  
A  phonograph3,  a  radio,  a  car  and  a  frigidaire4.  
Our  researchers  into  Public  Opinion  are  content    
That  he  held  the  proper  opinions  for  the  time  of  year;  
When  there  was  peace,  he  was  for  peace:    when  there  was  war,  he  went.  
He  was  married  and  added  five  children  to  the  population,  
Which  our  Eugenist5  says  was  the  right  number  for  a  parent  of  his  generation.  
And  our  teachers  report  that  he  never  interfered  with  their  education.  
Was  he  free?  Was  he  happy?  The  question  is  absurd:  
Had  anything  been  wrong,  we  should  certainly  have  heard.  

                                                                                                                       
1
 scab:  (1)  a  worker  who  refuses  to  join  a  labor  union;(2)  a  union  member  who  refuses  to  strike  or  returns  to  work  before  a  strike  has  
ended;(3)  a  worker  who  accepts  employment  or  replaces  a  union  worker  during  a  strike;(4)  one  who  works  for  less  than  union  
wages  or  on  nonunion  terms  
2
 Installment  Plan:  buying  something  on  credit  and  paying  it  off  in  installments  instead  of  all  at  once  
3
 phonograph:  record  player  
4
 frigidaire:  refrigerator    
5
 Eugenist:  a  person  who  specializes  in  the  study  of  the  possibility  of  improving  the  qualities  of  the  human  species  or  a  human  
population,  especially  by  such  means  as  discouraging  reproduction  by  persons  having  genetic  defects  or  presumed  to  have  
inheritable  undesirable  traits  (negative  eugenics),  or  encouraging  reproduction  by  persons  presumed  to  have  inheritable  desirable  
traits  (positive  eugenics)   81
Conflict is Inevitable

#1 Prior Knowledge
Student Responses

#4 It should be #2 Student Responses

embraced from Lady & the Tiger
Conflict

#3 “silence” impacts conflict

#5 Conflict can bring people together

82
 Conflict is Inevitable: “The Unknown Citizen”
W hat m ight have happened if . . .

.  .  .  people  like  Wiesel  didn’t  speak  up  about  the  Holocaust?  

.  .  .  African-­‐Americans  simply  accepted  segregation?  

Paraphrasing (def:  restate  in  your  own  words)

My  Group’s  Line:  

Our  Paraphrase:  

W ho W as the Unknow n Citiz en?

Using  the  poem  to  help  you,  list  as  many  characteristics  of  the  Unknown  Citizen  as  you  can:  

 
Complete  the  following  chart  to  show  each  of  the  ways  the  Unknown  Citizen  avoided  conflict  and  the  consequence  of  
each  action.  
Conflict  Unknown  Citizen  Faced   Actions  Unknown  Citizen  Took  to  Avoid   Consequence  (Good  or  Bad)  of  
Conflict   Action  
     
 
 
 
 
 
 
 
 
 
 
 
83
  
Consider  the  final  two  lines  of  Auden’s  poem  and  the  characteristics/actions  you  listed  above.  Was  the  Unknown  Citizen  
“free”?  Was  he  “happy”?  Why  or  why  not?  

Scoring Rubric
Claim   Reasons   Evidence   Counterclaim   Grammar  
_____  Strong  (5)   _____  Convincing  (5)   _____  Convincing  (5)   _____  Disproved  (5)   ___  No/Few  Errors  (5)  
_____  Fair  (3)   _____  Included  (3)   _____  Included  (3)   _____  Included  (3)   ___  Some  Errors  (3)  
_____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   _____  Missing  (0)   ___  Many  Errors  (1)  
      Total   _____  /  25  

Exit Ticket
Do  you  think  people  who  avoid  conflict  live  a  more  happy  and  free  life?  Why  or  why  not?  Explain  your  answer  with  
reasons  and  evidence/examples.  

84
SAUSD Common Core Lesson Planner Teacher:
Unit: Grade Level/Course: Duration: 2 Days
Lesson #:5- English 9/10 Date:
Summative
Assessment
Lesson
Content Standards:
Writing Standards
CCWS9.1- Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create
an organization that establishes clear relationships among claim(s), counterclaims, reasons, and
evidence.
b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the
strengths and limitations of both in a manner that anticipates the audience’s knowledge level and
concerns.
c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify
the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s)
and counterclaims.
d. Establish and maintain a formal style and objective tone while attending to the norms and
Common conventions of the discipline in which they are writing.
Core and e. Provide a concluding statement or section that follows from and supports the argument presented.
Content
Standards College and Career Readiness Anchor Standards for Writing
Text Types and Purposes*
CCRSW.9.1-Write arguments to support claims in an analysis of substantive topics or texts, using
valid reasoning and relevant and sufficient evidence.
Production and Distribution of Writing
CCRSW.9.6- Use technology, including the Internet, to produce and publish writing and to interact
and collaborate with others.
Research to Build and Present Knowledge
CCRSW.9.7- Conduct short as well as more sustained research projects based on focused questions,
demonstrating understanding of the subject under investigation.
CCRSW.9.8- Gather relevant information from multiple print and digital sources, assess the
credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
CCRSW.9.9- Draw evidence from literary or informational texts to support analysis, reflection, and
research.

Materials/ • Argumentative Digital Presentation Assignment Sheet (Appendix A)

Resources/ • Digital Presentation Rubric (Appendix B)
Lesson • Slide Outline (Appendix C)
Preparation • Reflection Sheet (Appendix D)
• Slides 1 and 2 (Appendix E)
• Capzles.com link to Life Science Digital Presentation-
http://www.capzles.com/#/DEFF8E75-DFF2-41A8-AC49-C24A784183D3/?j=38CB6AD0-
22C2-4358-B0F5-D80E6F8787FA
• Timer
• PowerPoint Tutorials
http://presentationsoft.about.com/od/powerpoint2007/a/07beginguide.htm

85
SAUSD Common Core Lesson
 Content: Language:
Students present an argumentative digital Students will use words, phrases, and clauses to link
presentation in which they support their the major sections of the text, create cohesion, and
claims and analysis of text, using valid clarify the relationships between claim(s) and
Objectives
reasoning and relevant and sufficient reasons, between reasons and evidence, and between
evidence. claim(s) and counterclaims.

Depth of Level 1: Recall Level 2: Skill/Concept

Knowledge
Level Level 3: Strategic Thinking Level 4: Extended Thinking

Demonstrating independence Building strong content knowledge

College and Responding to varying demands of Valuing evidence
Career Ready audience, task, purpose, and discipline Comprehending as well as critiquing
Skills
Using technology and digital media strategically and capably
Coming to understand other perspectives and cultures

Common Core Building knowledge through content-rich nonfiction texts

Instructional Reading and writing grounded from text
Shifts
Regular practice with complex text and its academic vocabulary
SIMPLE EXPLANATION

KEY WORDS ESSENTIAL TO

TEACHER PROVIDES

WORDS WORTH KNOWING

UNDERSTANDING
Inevitable, embraced rubric, consequence, transition, matrix,
Academic Vocabulary

translucent
(Tier II & Tier III)

FIGURE OUT THE

avoided Cohesion, claims, counterclaims, valid reasoning,

STUDENTS

MEANING

internal conflict

Pre-teaching Become familiar with multiple digital presentation programs, so you can provide appropriate
Considerations support to students as they are completing the assignment. Go to this link for more information:
http://presentationsoft.about.com/od/powerpoint2007/a/07beginguide.htm

Lesson Delivery Comprehension

Check method(s) used in the lesson:
Instructional Modeling Guided Practice Collaboration Independent Practice
Methods
Guided Inquiry Reflection

Prior Knowledge, Context, and Motivation:

Day 1
Intro
1. Explain to students that today they will complete a plan and most of the writing for an
argumentative Digital Presentation.
2. Explain to students that we are using the term “Digital Presentation”. In today’s society
there are many ways to digitally inform others in an organized presentation. PowerPoint is a
popular way to present. Can you think of other ways to clearly present information? Have
students discuss different ways that they have seen or used technology to present
information; make a list.
3. Explain to students that you are about to show them a presentation from capzles.com from a
7th grade Life Science class. The Common Core State standards, specifically CCRSW.9.6,
86
SAUSD Common Core Lesson
 staates, -“Use teechnology, inccluding the Innternet, to prooduce and pubblish writing and
a to
interact and colllaborate withh others.” So here
h is what seventh
s gradeers are asked to
t do
• http://www.cappzles.com/#/D DEFF8E75-DFF2-41A8-A AC49-C24A7884183D3/?j=338CB6AD0-
22
2C2-4358-B0F5-D80E6F88787FA
(B
Be sure to spennd time on slide #6 in ordeer to show stuudents how thhe student maakes a claim
an
nd supports thheir claim withh evidence)

Body of Lesson
4. Neext, hand out the “Argumeentative Digittal Presentatioon
Asssignment” shheet. Review all instructionns with studeents
(A
Assignment shheet Appendeed below; Slidde Outline is optional
o
an
nd Appended at the end of the Unit. Thee slide outlinee should
onnly be used with
w strugglingg students whho need the addditional
su
upport).

Argumentaative Digital Presentation n Assignmentt

Task: Creaate a digital presentation
p (ee.g. PowerPoiint, Prezi etc.) in which Differentiated
you answeer the followinng question: Instruction:
Because co onflict is inevvitable, shouldd it be embraced or avoideed? Be sure English Leaarners:
to consider relationshipps, society, annd ourselves (internal confllicts). Use all of thhe provided
Content Guidelines
G resources annd have
1. Yo our PowerPoiint must incluude ten slides. students shaare their
2. Yo ou must makee a claim thatt responds to the t prompt abbove. entire plan in
i the
3. Su upport your cllaim with at least
l three reaasons using collaborativve session.
ap
ppropriately-ccited evidencee. Print out a tutorial
t and
4. Yo ou must addreess and refutee at least one counterclaim m. teach studennts step by
5. Innclude at leastt two pieces of o school-apprropriate and relevant
r step how too use one of
Body of the
Lesson:
mu ultimedia (picctures, video,, music, etc.). the digital programs.
p Go
Activities/ 6. Yo our final slidee must includde a bumper stticker (themaatic to this link for easy
Questioning/ staatement) that summarizes your strongesst belief relateed to the tutorials forr PowerPoint
Tasks/ Strategies/
Technology/
qu
uestion posed in the promppt. http://presenntationsoft.abb
Engagement Style Guidelines
G out.com/od//powerpoint22
7. Prroofread yourr presentation for spelling and a subject-vverb 007/a/07begginguide.htm
ag
greement.
8. Co onsider your audience
a andd use academic language! Students Whho Need
9. Eaach slide shouuld have a cleear heading annd be clearly formatted. Additional Support:
S
Lesson Co ont.
5. Paass out and reeview the Pressentation Rubbric (Appendeed B) with Accelerated
d Learners:
stu
udents and haave them referr to the assignnment and sliide outline
wh hile reviewing the rubric. Students caan be asked too
write this asssignment
from the peerspective of a
historical chharacter
providing thhe arguments
and reasoning that he or
she would have
h used
during theirr time period

87
SAUSD Comm
mon Core Leesson
 Collaboration

6. Place students into groups of 2, 3 or 4, but no more than 4.

Students will work together in developing the digital presentation
responding to the essential question. Explain to students that they
will need to reach a consensus within their groups. They may not
agree completely with what the group chooses, but they will need
to learn how to provide support for the claim that was chosen by
the group).
7. Next, tell students that they will have three minutes per slide to
begin planning. Once students are in their groups, set and display
a timer on the projector and have students plan slide 1 for three
minutes, then have them move to slide 2 and plan for 3 minutes
and so on until their presentation plan is completed. Encourage
students to write as much as they can during each three minute
segment. They can edit and revise tomorrow.(Students who need
the support can be given Appendix C to help them in their
planning)

Closure
8. Finally, the teacher will divide the class in half; one half as group
A and the other as group B. Students within each collaborative
group will number off from 1-4, then move, as experts on their
group’s work, to Group A1, Group A2, Group A 3, and group
A4; B’s will do the same, moving to group B1, B2, B3, and B4.
Students will bring with them the plans that they have developed
and share what they have planned. If time is limited, students can
share their bumper stickers only or if the teacher would like to
extend this part of the lesson to another day, students can share
the entire plan, get feedback and recommendations from this
group and bring back those recommendations to their original
groups.
Day 2

1. This is a work day, take kids to the computer lab or allow them to
use the computers within your class to begin creating the slides
that they planned the day before. Remind students to use the
rubric and the assignment sheet as guidelines for what to do and
recommend different programs that students can use to create
their presentations (PowerPoint, Prezi (http://prezi.com/ ),
88
SAUSD Common Core Lesson
 Capzles.com (http://www.capzles.com/ ) , wevideo
(http://www.wevideo.com/ ) , and voicethread
(http://voicethread.com/ ).
2. Circulate around the classroom to provide students with support
when needed. This will require that you have visited these
resources and made yourself familiar with the way they work
before you ask students to do it).
3. Tell students that they should be able to finish this assignment
during the class period, but if they want to spend more time on it
at home or after school, they are more than encouraged to do so.
4. Give a two day window when students will present to the class.
Finally, have students fill out a rubric for their own assignment as well as
project reflection (Appendix D).

Lesson Reflection
Teacher
Reflection
Evidenced
by Student
Learning/
Outcomes

89
SAUSD Common Core Lesson
    Attachment A 

Argumentative Digital Presentation Assignment 
Task: Create a digital presentation (eg. PowerPoint, Prezi etc.) in which
you answer the following question:
Because conflict is inevitable, should it be embraced or avoided? Be
sure to consider relationships, society, and ourselves (internal conflicts).
Content Guidelines
1. Your PowerPoint must include five to ten slides.
2. You must make a claim that responds to the prompt above.
3. Support your claim with at least three reasons using appropriately-
cited evidence.
4. You must address and refute at least one counterclaim.
5. Include at least two pieces of school-appropriate and relevant
multimedia (pictures, video, music, etc.).
6. Your final slide must include a bumper sticker (thematic
statement) that summarizes your strongest belief related to the
question posed in the prompt.
Style Guidelines
7. Proofread your presentation for spelling and subject-verb
agreement.
8. Consider your audience and use academic language!
9. Each slide should have a clear heading and be clearly formatted.
  

  90
Appendix B 

Appearance and Content Rubric: Argumentative Digital Presentation 

Teacher Name:  

Student Name: ________________________________________ 

CATEGORY  4  3  2  1 
Claim & Counterclaim  Thoroughly addresses all  Adequately addresses all  Does not address all parts of  Does not address all parts of 
parts of the prompt. Includes  parts of the prompt. Includes  the prompt. Claims may be  the prompt. Does not include 
at least 3 clear and specific  less than 3 specific claims  lacking, may not be strong,  any claims. No counterclaim 
claims based on textual  based on textual evidence.  or are not based on  is given. 
evidence. Counterclaim is  Counterclaim is presented  evidence. Counterclaim may 
presented and clearly  and somewhat refuted.  be weak or missing. 
refuted. 
Evidence & Citations  Evidence is thoroughly and  Evidence is clearly explained.  Evidence is not clearly  Explanation of evidence is 
clearly explained. Proper  Proper citation is given for  explained. Citations are  short, missing, or may be 
citation is given for each  most pieces of evidence.  lacking for most pieces of  awkward. No citations are 
piece of evidence.  evidence.  given. 

Style & Conventions  Presentation has no  Presentation has 1‐2  Presentation has 1‐2  Presentation has more than 

misspellings or grammatical  misspellings, but no  grammatical errors and few  2 grammatical and/or 
errors. Sentences are clear,  grammatical errors. Most  misspellings. Sentences may  spelling errors. Sentences are 
concise, and varied.  sentences are clear and show  be awkward or unclear.  very awkward. 
variety. 

Presentation & Organization  All graphics are attractive  A few graphics are not  All graphics are attractive but  Several graphics are 

(size and colors) and support  attractive but all support the  a few do not seem to support  unattractive AND detract 
the theme/content of the  theme/content of the  the theme/content of the  from the content of the 
presentation. Must include 5‐ presentation. Still includes 5‐ presentation. May be under  presentation. Does not meet 
10 slides.  10 slides.  5 slides.  minimum requirement of 
slides. 

Multimedia Usage  Presentation includes at least  Presentation includes at least  Media use may distract from  Media may be lacking.

2 pieces of school‐  2 pieces of school‐  presentation. 
appropriate pictures, videos,  appropriate pictures, videos, 
or music. Media use  or music. Media use follows 
enhances presentation.  the flow of presentation. 

91
 Appendix C 

Example of how you may develop your presentation slides 
Slide #1-Intro Slide (Title and multi-media)

Slide #2- Write a claim statement or thesis responding to the question, “Because conflict is inevitable,
should it be embraced or avoided?” Be sure to consider relationships, society, and ourselves (internal
conflicts).

Slide #3-Support for you claim, including evidence (use multi-media)

Slide #4-Support for you claim, including evidence (use multi-media)

Slide #5-Support for you claim, including evidence (use multi-media)

Slide# 6-Address and refute a counter-claim with evidence

Slide #7-Address and refute a counter-claim with evidence

Slide #8-Muti-media slide (video, picture that supports your argument.

Slide #9-Be creative and create a good lead-in to your final slide

Slide #10- Your final slide must include a bumper sticker (thematic statement) that summarizes your
strongest belief related to the question posed in the prompt.

  

92
REFLECTION SHEET Appendix D
This page is due with your corrections. Attach it to the back of your paragraph/essay packet.

1. What is the most important skill you learned or improved by doing this assignment?

2. What did you enjoy about this assignment?

3. What did you find most difficult about this assignment?

4. Finish one of the following 3 sentence starters:

a. I now know that . . .

b. I never knew that . . .

c. I realize that . . .

(Adapted from Jane Schaffer)

REFLECTION SHEET
This page is due with your corrections. Attach it to the back of your paragraph/essay packet.

1. What is the most important skill you learned or improved by doing this assignment?

2. What did you enjoy about this assignment?

3. What did you find most difficult about this assignment?

4. Finish one of the following 3 sentence starters:

a. I now know that . . .

b. I never knew that . . .

c. I realize that . . .

(Adapted from Jane Schaffer)

93
 Because Conflict is inevitable, ,
should it be embraced or avoided?

Appendix E
Claim:  Conflict is the key to 
Claim: Conflict is the key to
building one’s strength and thus 
should be embraced.