Lesson Plan

Grade / Content Area:  10th Grade Language Arts

Standards covered:  LA 10.1.1, LA 10.3.1, LA 10.3.3

Lesson Objective: To summarize a text and effectively frame an author’s quotation. 

Summarizing / Framing Evidence:

I.  Opening Activity:  (15 minutes)

Mohandos Gandhi said, “Be the change you want to see in the world.”

1.  Brainstorm a list of verbs that can be used in place of said when quoting an author.

Answers could include:  argued, emphasized, asserted, believed, claimed, insisted, observed, reminded us, reported, suggested, acknowledged, admired, agreed, praised, advocated, called for, demanded, encouraged, exhorted, implored, pleaded, recommended, urged, warned, complained, renounced, contradicted, denied, qualified, questioned, refuted, rejected

2.  Write 5 words from your list on post-it notes.  Arrange the post-it notes in order from least persuasive to most persuasive (weak to strong).  

3.  Share your list with a partner.  Explain why you placed the words where you did.  Does your partner agree with your logic?  Are there any changes you want to make based upon your partner’s feedback?

4.  Now combine your lists;  together you and your partner should have 10 words organized from weakest to strongest.  Share your completed work with the class.  Explain why you placed words where you did.

II.  Summarizing Activity:  Don’t Blame the Eater (20 min)

Find the article online at:  

http://www.nytimes.com/2002/11/23/opinion/don-t-blame-the-eater.html

1.  Read through the article.  Determine the author’s argument;  annotate the text by summarizing each paragraph in the right margin.  Feel free to write clarifying questions in the left margin. 

2.  Read the article again;  draw a box around 5 pieces of evidence the author uses to support his claim.

3.  Complete the following chart on binder paper:

     A.  Title / Author/ Genre

     B.  Summarize the author’s argument:   In your own words, what position is the author taking on the issue?

     C. List 5 pieces of evidence that support the author’s claim. 

III.   The Quotation Sandwich:  Create a quotation sandwich for each piece of evidence you recorded.  (20 min)

Signal Phrase: Who is talking?  Set up your quote.

Quote:

Explanation: What does the evidence say?  Why is it important?

Example Signal Phrases:

X argues ___________

X insists ____________

According to X __________

In her book, X maintains that___________

In X’s view___________

Example Explanations:

Basically, _____

In other words_______

X’s point is_________

The essence of X’s argument is_________

Share your quotation sandwiches with your group.  Offer each person feedback:  one thing you liked, one suggestion you'd make, and a question you have.

IV.  Your Position vs. the Author’s

Do you agree or disagree with the claims the author has made?  Examine your quotation sandwiches.  Provide a rationale for agreeing or disagreeing.  You may use the models below to help frame your argument:

Agreeing with the author:

I agree with______because my experience at ________ confirms it.

X is absolutely right about_________because, as she might not be aware, recent studies have shown that_____________

X’s theory of __________is extremely accurate because it sheds light on the difficult problem of__________.

Those unfamiliar with this school of thought may be interested to know that it basically boils down to____________.

Disagreeing with the author:

X is mistaken because__________

X’s claim that _____________rests upon the questionable assumption that__________

I disagree with X’s view that_________because, as recent research as shown________

By focusing on__________, X overlooks the deeper problem of____________

Share again with your group and offer feedback.  

Offer a chance to share with the full class.

Closing:  Turn in Summaries and Sandwiches.

                 3-2-1 Exit Pass