This unit highlights persuasion, especially as it relates to oral communication. Emphasis is placed on providing evidence for opinions. Students must give passages from literature to defend their points of view in discussion as well as in written arguments. Opportunities are presented for impromptu speeches, informative and persuasive speeches, debate, small and large group discussion, and critical listening skills. Throughout the unit, students work on independent research on the topic of censorship and make an oral presentation of their opinions and supporting evidence at the end of the unit.
Even though all four of the language arts strands are incorporated into this
unit, the highlighted purpose of the unit is to enhance the oral communication
skills of fifth through seventh grade high-ability students using literature and
an emphasis on developing persuasive argument in speaking and writing.
Activities are designed to develop the skills of persuasion in oral and written
form. Oral communication activities include lessons which use discussion, drama,
debate, and speeches. Students read and critique literature and learn to write
persuasively.
The ability to conduct an effective verbal presentation
is an important skill for persons of all ages and ability levels. Gifted
students will often have many opportunities throughout their adult lives to make
presentations to others. To enjoy the full range of communication available to
them, they must develop their speaking and listening skills. Systematic
instruction is necessary to ensure that students acquire appropriate skill
levels in oral communication.
This unit focuses on skills which are important
in oral communication. Skills of persuasion are developed through activities
that require the student to learn to develop "proof' and identify best evidence
and reasoning. These abilities are crucial for success in school and are linked
to intellectual functioning and citizen participation in the working world.
Content Goals and Outcomes
GOAL 1: To develop analytical and interpretive skills in
literature.
Students will be able
to...
A. Describe what a selected
literary passage means.
B. Cite similarities and differences in meaning
among selected works of literature.
C. Make inferences based on
information in given passages.
D. Create a title for a reading
selection and provide a rationale to justify it.
GOAL 2: To develop persuasive writing skills.
Students will be able to...
A. Develop a written persuasive essay (thesis statement,
supporting reasons, and conclusion), given a topic.
B. Complete various
pieces of writing using a three-phase revision process based on peer review,
teacher feedback, and self-evaluation.
GOAL 3: To develop linguistic competency.
Students will be able to...
A. Analyze the form and function of words in a given
context.
B. Develop vocabulary power commensurate with
reading.
C. Apply standard English usage in written and oral
contexts.
D. Evaluate effective use of words, sentences, and paragraphs
in context.
GOAL 4: To develop listening/oral communication skills.
Students will be able to...
A. Discriminate between informative and persuasive
messages.
B. Evaluate an oral persuasive message according to main idea
and arguments cited to support it.
C. Develop skills of argument
formulation.
D. Organize oral presentations, using elements of
reasoning as the basis.
Process Goal and Outcomes
GOAL 5: To develop reasoning skills in the language arts.
Students will be able
to...
A. Apply aspects of the Paul reasoning model through
specific examples.
B. State a purpose for all modes of communication,
their own as well as those of others.
C. Define a problem, given
ill-structured, complex, or technical information.
D. Formulate
multiple perspectives (at least two) on a given issue.
E. State
assumptions behind a line of reasoning in oral or written form.
F.
Apply linguistic and literary concepts appropriately.
G. Provide
evidence and data to support a claim, issue, or thesis statement.
H.
Make inferences, based on evidence.
I. Identify implications for policy
development or enactment based on the available data.
Concept Goal and Outcomes
GOAL 6: To understand the concept of change in the language arts.
Students will be able
to...
A. Understand that change is pervasive.
B.
Illustrate the variability of change based on time.
C. Categorize types
of change, given several examples.
D. Interpret change as positive or
negative in selected works.
E. Identify elements of change in a piece
of literature.
F. Analyze social and individual change in a given piece
of literature.
Novels/Books
Journey to Topaz ; Yoshiko Uchida (Lessons
1,7,23)
Dragonwings; Laurence Yep (Lessons 1,7,23)
The Secret of Gumbo Grove
; Eleanora E. Tate (Lessons 1,10,23)
Roll of Thunder, Hear My
Cry ;
Mildred Taylor (Lessons 1,10,23)
Going
Home ; Nicholasa Mohr (Lessons
1,15,23)
Taking
Sides ; Gary Soto (Lessons 1,15,23)
Morning
Star ; Black
Sun: The Northern Cheyenne Indians and America's Energy Crisis; Brent
Ashabranner (Lessons 1,20,23)
Rising Voices:
Writings of Young Native Americans
; Arlene Hirschfelder & Beverly Singer (Lessons 1,20,23)
Poems
"The Road Not Taken"; Robert Frost (Lessons 1,3)
"The Pied
Piper of Hamelin"; Robert Browning (Lessons 12,13)
"Stopping by Woods on a Snowy
Evening"; Robert Frost (Lesson 24)
Book Chapters, Historical Documents, Essays,
Speeches
from The Adventures of Tom
Sawyer
; Mark Twain (Lessons 4, 6)
The Declaration of
Independence; Thomas Jefferson (Lessons 9,18)
"Libraries Should Reflect Majority Values";
Phyllis Schlafly (Lesson 11)
"Libraries Should Reflect Diverse Views";
American Library Association (Lesson 11)
March on Washington Address
("I Have a Dream"); Martin Luther King, Jr. (Lesson 14)
"The Case for Public
Schools"; Horace Mann (Lesson 16)
"The Velvet Hangover"; Václav Havel (Lesson
18)
Play
The
Valiant ; Holworthy Hall & Robert Middlemass (Lesson 21)
Extensions
"Birches"; Robert Frost (Lesson 1)
"Putting in the Seed";
Robert Frost (Lesson 1)
"After Apple Picking"; Robert Frost (Lesson
1)
"The Gift Outright"; Robert Frost (Lesson 1)
Peter Pan ; J.M. Barrie
(Lesson 12)
Twelve Angry Men ; Reginald Rose (Lesson 21)
The pages which follow provide some introductory information about the unit lessons, including a discussion of the alignment of lessons with unit goals, lists of key vocabulary words, and a letter to send home to parents about the unit. The unit lesson plans themselves appear after the parent letter.
The issue of book censorship plays an important role in the research
component of this unit. The unit, writers have tried to treat censorship as an
example of a two-sided issue in which students are invited to argue their own
point of view. However, teachers who use the unit should be aware that
censorship revolves around issues of values, choices, and control. Some parents
feel that these issues are inappropriate for the classroom. In addition,
examples of censored materials may be brought to class during the research work
of the unit, with the potential to generate real and unwelcome censorship
battles.
This caveat is not intended to discourage use of the unit. We
believe that censorship is an important issue that thoughtful, informed citizens
should consider on a regular basis. We do, however, recommend that teachers
anticipate possible consequences of the teaching of the unit and prepare
accordingly.
The list of words below contains suggested words for vocabulary study from each literature selection in the unit. The teaching model employed for vocabulary study is introduced in Lesson 3 and used throughout the unit; it is also described under "Teaching Models" in Section 3.
Unit Focus:
persuasion
from "The Road Not Taken":
diverge
from The Adventures of Tom
Sawyer:
circumstance
delectable
expeditions
melancholy
laborious
philosopher
ponderously
straitened
From the Declaration of Independence:
acquiesce
annihilation
consanguinity
despotism
jurisdiction
magnanimity
perfidy
rectitude
unalienable
usurpations
from "The Pied Piper of Hamelin":
consternation
mutinous
paunch
piebald
pottage
subterranean
vermin
from "I Have a Dream":
manacle
proclamation
redemptive
segregation
from "The Case for Public Schools":
factitious
feudalism
inestimable
prerogative
from "The Velvet Hangover":
august
catastrophe
paradox
totalitarian
from The Valiant:
autobiography
dubiously
felonious
indulgent
insouciant
malice
martyr
metropolitan
sovereign
vacuity
valiant
The following list contains a selection of literary terms which may be useful for students to understand in the discussion of literature in the unit.
Character: a person portrayed in an artistic piece, such as a drama or novel
Climax: the turning point in a plot or dramatic action; a moment of great or culminating intensity in a narrative or drama, especially at the conclusion of a crisis
Denouement: the final resolution or clarification of a dramatic or narrative plot; the events following the climax of a drama or novel in which such a resolution or clarification takes place
Motivation: an inducement or incentive to action; in a story, the psychological or social factors that drive character action
Plot: the plan of events or main story in a narrative or drama
Setting: the time, place, and circumstances in which a narrative, drama, or film takes place
Theme: an implicit or recurrent idea; a motif; a central idea that permeates a poem, short story, or novel
Dear Parents:
Your child is engaged in a special language arts unit called Persuasion. It is organized around the concept of change and designed specifically to meet the needs of high-ability students. The goals of the unit are as follows:
In this language arts unit we will study the concept of change through
many different types of activities. We will consider the many ways argument and
persuasion can be used effectively to cause change. We will also read a wide
variety of literature which will provide the context for looking at change and
perhaps reveal argument and persuasion in surprising places. Discussion, debate,
public speaking, and writing will provide opportunities to persuade an audience
and to personally create a change in ideas, thinking, and
perspective.
In class we will read and discuss short pieces of
literature—poems, short stories, speeches, and essays. Everyone will keep a
response journal to clarify thinking and to help prepare for written and oral
assignments. As we read the literature, we will respond to it and think
critically about it by analyzing ideas, vocabulary, and structure. Specifically,
we will look for insight into the concept of change and how authors argue and
persuade. In addition to discussion, we will write short pieces, debate issues,
and deliver speeches.
This unit includes the
following independent projects which will be completed at home:
Although the independent projects will be completed outside of class, we will discuss them in class. There will be opportunities to work with the teacher and classmates on each project as the unit progresses. The time frame for these projects is summarized in the schedule on the next page.
The unit will be assessed in several ways. First, a pre-assessment will
assess entering skills in the language arts areas of literature, writing, and
linguistic competency. Secondly, a writing portfolio will document progress in
writing. We will assess each project with a self assessment, a peer assessment,
and a teacher assessment. Post-assessments will be given to assess exit skills
in the language arts areas above. Finally, I welcome comments and feedback from
you as parents.
Good curriculum and instructional practice should
involve parents as well as teachers. The following ideas may be useful as your
child experiences this unit:
Thank you in advance for your interest in your child's curriculum. Please do not hesitate to contact me for further information as the unit progresses.
Sincerely