Reading to Write Grades 6-9 Sample Teacher Manual

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Connections to Higher Level Literacy CL13202B

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Reading to Write Levels E–H Teacher Manual

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Table of Contents Introduction .................................................................................................................................. v Close Reading ................................................................................................................................. v Argumentative Writing ................................................................................................................. vii Three-Column Note-Taking .......................................................................................................... viii Assessment Rubrics for Discussion and Writing .......................................................................... ix Tracking for Small Group Instruction ............................................................................................. xi Common Core State Standards Addressed ..................................................................................xiv Level & Lesson

Reading Selection

Genre

A Wrinkle in Time, by Madeleine L’Engle

Literary

........................ 3

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Harriet Tubman: Conductor on the Underground Railroad (Selection 1), by Ann Petry

Literary

...................... 19

E.3

Dragonwings, by Laurence Yep

Literary

...................... 33

E.4

Harriet Tubman: Conductor on the Underground Railroad (Selection 2), by Anne Petry

Literary

...................... 47

E.5

A Night to Remember, by Walter Lord

Informational ...................... 61

F.1

Travels With Charley, by John Steinbeck

F.2

Call of the Wild, by Jack London

F.3

Tom Sawyer, by Mark Twain

F.4

The Line Between Investigation and Persecution,

by Edward R. Murrow Informational .................... 123

F.5

Second Amendment of the United States Constitution

Informational .................... 137

G.1

The Tell Tale Heart, by Edgar Allen Poe

Literary

G.2

The Declaration of Independence,

by Thomas Jefferson

Informational .................... 169

The Autobiography of Frederick Douglass,

by Frederick Douglass

Informational .................... 185

G.4

The Great Fire, by Jim Murphy

Informational .................... 199

G.5

Blood, Toil, Tears and Sweat: The Churchill Speech, by John Lukacs

Informational .................... 213

H.1

“I Have a Dream,” by Martin Luther King, Jr.

Informational .................... 231

H.2

“What to the Slave is the 4 of July?”

by Frederick Douglass

Informational .................... 247

The Autobiography of Benjamin Franklin,

by Benjamin Franklin

Informational .................... 267

H.4

The Necklace, by Guy DeMaupassant

Literary

.................... 283

H.5

The Yellow Wallpaper,

by Charlotte Perkins Gilman

Literary

.................... 299

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H.3

Literary

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Literary

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Literary

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Reading to Write

LEVEL F — LESSON 4

Topic: Main Idea and Supporting Details (Supporting Claims with Clear Reasoning) OVERVIEW Text Information Title and Author “The Line Between Investigation and Persecution” by Edward R. Murrow in The Words We Live by: Your Annotated Guide to the Constitution Published by Stonesong Press/Hyperion, 2003 Excerpt: page 42 Text Complexity Quantitative: Qualitative: Reader and Task:

880L (passage); below 7th grade lexile band Medium to high difficulty in structure, concepts, and knowledge demand Task requires students to analyze how to support claims with clear reasoning

Standards Alignment

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Reading CCSS.ELA-Literacy.RI.7.1

Cite several pieces of textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.

CCSS.ELA-Literacy.RI.7.2

Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

CCSS.ELA-Literacy.RI.7.6

Determine an author’s point of view or purpose in a text and analyze how the author distinguishes his or her position from that of others.

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Writing CCSS.ELA-Literacy.W.7.1

Write arguments to support claims with clear reasons and relevant evidence.

PART ONE: Close Reading Preparation Set a Purpose for Reading In this excerpt, Murrow argues that Senator McCarthy’s efforts to expose communists in the United States had crossed the line from investigation of citizens to persecution (uncalled-for attacks). How does the author support his claims with clear reasons?

Assess and Activate Relevant Background Knowledge (ARK) Make connections between this new content and what students may already know: • From previous chapters or sections (if they have been reading from the largerwork) • From general knowledge of the selection (from peers or from library bookshelves) • From their knowledge of the history of McCarthyism in the 1950’s

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LEVEL F — LESSON 4 Provide new information • If students are not currently reading the book, let them know that this selection contains words by CBS broadcaster Edward R. Murrow, criticizing the early 1950’s investigations into American communism by a Senate committee headed by Senator Joseph McCarthy.

• In this passage, Murrow argues that McCarthy has misused the power of his committee.

• You might want to point out that Murrow was a television news broadcaster and that these words, delivered on television, had a strong impact on the nation’s attitude toward McCarthy’s investigations.

• The passage concludes with a quote from Shakespeare’s Julius Caesar. You might want to explain to students that the play recounts a true story about ancient Rome, in which a politician (Julius Caesar) had taken too much power.

One senator says, “The fault is not in our stars,” meaning fate, “but in ourselves,” the other leaders who lack greatness.

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• Do not provide the theme of the selection. The purpose of the close reading exercise is to analyze how the author states his central argument and supports it with clear reasoning.

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Introduce Tier 2 and critical Tier 3 vocabulary from the text selection.

• Before teaching, please refer to the bolded words in the excerpt

> persecution: attacking repeatedly with the intent to injure

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> controversial: marked by opposing viewpoints, often causing arguments

> communists: people supporting an extreme form of government in which all land and business is owned by the state; members of the Communist Party

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> censured: a strong, official criticism, judging someone to have done something wrong > internal: inner; related to the domestic life of a nation > external: outer; describing a country’s relationship to other nations agreement, especially political opposition to government policies > dissent: Hold or express opinions that are at variance with those previously, commonly, or officially expressed > disloyalty: being unfaithful (to something), esp. to one’s country > accusation: a charge of wrongdoing > due process: an established way of proceeding in law cases, a right guaranteed to United States citizens by the 5th Amendment to the Constitution > proclaim: announce, declare > junior: younger; the junior Senator of a state is the one entering the Senate more recently > exploited: taken advantage of, esp. meanly or unjustly

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LEVEL F — LESSON 4 • Consider using a vocabulary previewing strategy with students who may have trouble understanding the words when read in context. > Contextual Redefinition Strategy Work with a group to make predictions for definitions for each of the words. Some words, which look familiar, may have new meanings in this context.

Word

Predicted Definition Definition Based on Context

Context Clues Used

dissent

disagreement

opposing government policies

“the history of this country”

disloyalty

not being true to someone or something

betraying one’s country

“the history of this country”

junior

younger in age; the son of

officeholder more recently entering Congress

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• You might also want to call attention to the words “internal” and “external.” In the 1950’s, the (external) danger from Communist countries (such as China and the Soviet Union) was real. However, Murrow argues that the (internal) danger from Americans with certain political views was exaggerated by McCarthy.

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Ask students to make predictions about what or whom Murrow will blame for the “persecution” taking place in McCarthy’s committee. (The actual conclusion may be hard for students to predict.)

• Based on what they already know about McCarthyism and Murrow.

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• Based on how they would judge such a situation.

First Reading

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Make sure all students know and understand the “Purpose for Reading” question.

Let students know that they will be reading the text two times.

During the first reading, you will be reading aloud while students follow along in their workbooks.

Let students know that the first reading is for understanding the “big picture” issues of the text. While listening and reading along, students should be asking themselves questions like: • Is this a literary text or an informational text?

• Who is the person focused on in the text?

• What is the main topic?

• What is the most important idea that is expressed?

• What was the author’s purpose in writing this piece of text?

Students may make notes in their texts or in their three-column note-taking graphic organizers during the first reading, but they do not have to. Simply listening and reading along is fine the first time through.

Please note: the questions listed below in the right-hand column are for your use later on, in the discussion portion of the lesson.

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LEVEL F — LESSON 4

The Text The Line Between Investigation and Persecution By Q: Who’s the audience Murrow is addressing in this Edward R. Murrow argument?

Perhaps the most controversial congressional Q: What does the title of this piece lead you to expect investigations were led in the 1950’s by Sen. Joseph about Murrow’s argument?

McCarthy (R-Wisc.), who branded many Americans Q: Why do you think Murrow begins by saying as communists. On his television program, See congressional committees are “useful”?

It Now, legendary journalist, Edward R. Murrow Q: What metaphor does Murrow use in describing criticized Sen. McCarthy in March 1954. McCarthy Senator McCarthy’s actions? was censured by the Senate later that year.

“No one familiar with the history of this country can deny that congressional committees are useful. It is necessary to investigate before legislating. But the line between investigation and persecution is a very fine one, and the junior senator from Wisconsin has stepped over it repeatedly. His primary achievement has been in confusing the public mind as between the internal and external threat of communism. Q: We must not confuse dissent with disloyalty. We must remember always that accusation is not proof and that conviction depends upon evidence and due process of the law. We will not walk in fear, one of another. We will not be driven by fear into an age of unreason…

Q: When Murrow uses the words “primary achievement,” what is his tone? Is he commending McCarthy?

We proclaim ourselves, as indeed we are, the defenders of freedom—what’s left of it—but we cannot defend freedom abroad by deserting it at home. The actions of the junior senator from Wisconsin have caused alarm and dismay amongst our allies abroad and given considerable comfort to our enemies. And whose fault is it? Not really his; he didn’t create this situation of fear, he merely exploited it and rather successfully. Cassius was right. “The fault, dear Brutus, is not in our stars but in ourselves.”

Q: How does Murrow shift his focus in the second paragraph? How does this help make his argument?

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Q: In discussing McCarthy’s “achievement,” Murrow uses three pairs of words which he compares and contrasts. What are they?

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How would you define the difference between “dissent” and “disloyalty”?

Q: Which words suggest that there are legal issues at stake?

Q: Using what you know about McCarthyism, explain why Murrow brings up the issue of “due process.”

Q: What is surprising about Murrow’s concluding four sentences?

Q: Murrow uses the word fear for the second time in the concluding passage. What fear is he speaking of?

Q: Who was Cassius? Where does this quote come from?

Q: Whom is Murrow blaming most for the situation?

Is this conclusion persuasive?

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LEVEL F — LESSON 4

Second Reading Tell students that in this second reading, their job is to dig deeply into the text to figure out how to answer the question you posed at the beginning of the lesson: How does the author support his claims with clear reasons?

Students should use the three-column note-taking graphic organizer in their books to find places in the text that help them respond to the purpose for reading.

Remind students: • The column is for quotes from the text. Students should take care to write down the actual quote they want to remember, word for word.

• The second column is for explanations of why the quote is important or interesting.

• The third column is a place for students to jot down notes about their questions, or areas where they are confused.

At the end of this lesson is a version of the graphic organizer with suggested content partially filled in. Feel free to use this version with any students you feel might require additional support and scaffolding in note-taking.

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If you or your students need more guidance around three-column note-taking, please refer to the introduction section of this book.

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As students work through the text, circulate around the room and check their note-taking.

• Encourage students to write quickly, in abbreviations or personal code; this is not an assignment for them to turn in.

It is just a tool to help them organize their thoughts.

• Are students having trouble out what to write? Point out sentences or paragraphs where they can find the information they need, helping them to develop the habit of returning to the text when they are unsure.

• Remind students to look for quotes that show how Murrow makes his argument about McCarthy’s actions.

• In the second column, students should try to explain how these quotes support Murrow’s main idea.

• Encourage students to “think out loud” in the third column, asking themselves (or you, or even the author) questions about the text. For example, they may wonder how the United States was “defending freedom abroad” in the 1954.

• Suggest that students look at the words Murrow used to compare and contrast a reasonable investigation with the McCarthy committee’s actions. How do these words help set up Murrow’s theme and make his argument?

• Pay particular attention to the questions students do write down and be sure to address them when you conduct your class discussion.

If a break in the lesson is required, the end of this section is an excellent place to stop.

Discussion Make sure students have their three-column notes in front of them. Encourage them to add to them throughout the discussion if they hear something interesting or useful.

Before starting the discussion, remind students of the overall purpose for reading this section of the story. How does the author support his claims with clear reasons?

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LEVEL F — LESSON 4 Managing the Discussion At early points in the year, in classes with challenged readers, or in classes needing more direction, you may want to lead the discussion more directly, with the whole class participating.

At later points in the year, or in classes with stronger readers and self-directed workers, you may want to form discussion groups and let students work more independently, perhaps with a whole-group share at the end. This will allow you to focus on groups with more challenged readers, if there are any.

However you manage the discussion, feel free to use some or all of the questions provided for you above, next to the text.

Remember to use the “What do you think/why do you think it/so what” sequence of questions to stretch student understanding and help them make connections between answers and textual evidence.

Approaches to Analysis You can take a number of different approaches to analyzing the topic, including: • Top-Down

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> In the top-down approach, you throw the big question out to students and let them grapple with it as best they can, following their lead with probing questions and ensuring that they can state Murrow’s main point and cite reasons he uses to support his argument. Encourage them to use their notes or refer to the text to find evidence for their analysis.

• Bottom-Up

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> In the bottom-up approach, start with one reason Murrow gives to support his criticism of McCarthy’s committee. For example, McCarthy has blurred the line between dissent and disloyalty. Thus Americans who expressed views disagreeing with the government were attacked as dangerous enemies of the country.

Gradually work your way through all these details, relating each to the main theme. Remind students to use their notes and the text to support what they are saying.

• First-Things-First > In the first-things-first approach, move through the text from beginning to end, stopping at each reason Murrow gives to support his argument and relating it to the theme. You may want to stop for some vocabulary words and discuss how an unusual contextual meaning of a word (e.g. disloyalty) helps convey the author’s point. Make sure that students refer to the text and their notes, discussing each example thoroughly before moving on.

Explicit vs. Implicit Meanings As you talk through the text with students, point out some ways in which Murrow uses a metaphor or historical comparison to strengthen his argument. Two examples might include: • “But the line between investigation and persecution is a very stepped over it repeatedly.”

one, and the junior senator from Wisconsin has

> What is the metaphor Murrow uses here? > What is the ordinary meaning of the phrase “stepping over the line”?

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LEVEL F — LESSON 4 > How does this metaphor add to Murrow’s criticism of the McCarthy committee? > Ask students if they can find any other part of the text that builds on this idea of a dividing line? What pairs does Murrow name as being on two sides of a dividing line? Have students identify these words.

• “Cassius was right. ‘The fault, dear Brutus, is not in our stars but in ourselves.’ > Remind students that Murrow was comparing the America of 1954 with the Rome of the 1st century B.C. when a dictator threatened the freedoms of the people. > Ask students to find the phrases in the text arguing that the McCarthy committee threatens the freedoms of the American people.

Assessing the Discussion When assessing student participation in discussions, feel free to use the Critical Reading rubric provided in the introduction.

PART TWO: Writing Analyze Edward R. Murrow’s Argument

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The Prompt: Identify the central point that Edward R. Murrow makes in this excerpt from The Line Between Investigation and Persecution and write a multi-paragraph essay in which you analyze and evaluate his argument. Your essay will include:

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• A well-developed introductory paragraph which includes Murrow’s main point in this passage and your opinion about how well he defended this idea, • A minimum of two body paragraphs in which you explain why his supporting reasons do or do not defend his central idea. You may choose the parts of his argument that you would like to use in your essay.

• An additional body paragraph in which you explore the language Murrow uses to make his argument, giving your opinion about whether the language helps support his central point.

• A concluding paragraph in which you summarize your opinion about whether Murrow made a convincing argument • Remind students of the elements of argument that apply to this assignment and make suggestions for how to analyze Murrow’s argument in this excerpt: > Claim (Central theme)—It may be stated implicitly or explicitly, but it should be clear, defensible, and original. > Data/Evidence—Answers the question, “What makes you say so?” Presents the evidence. > Warrants/Backing—Answers the question, “So what?” Provides specific reasons to support the argument.

• Remind students that as they discuss Murrow’s use of examples to argue his theme, they should comment on whether or not they believe his point is well-made and well-developed and if the examples and supporting details he provides help further his central idea.

• Make sure students have the notes they took during the close reading exercise.

• Ask students to review their notes and decide what they think Murrow was trying to say—what is his main point?

• Circulate around the room to help students shape their thoughts into statements of Murrow’s argument.

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LEVEL F — LESSON 4 • Feel free to have students share ideas about what the central argument is and encourage them to revise their thinking based on what their classmates suggest. It’s important to make certain that all students have a good understanding of the main argument before they begin to write.

• When students have successfully formed a clear statement of the central point, they can prepare to organize their essay.

Outlining/Graphic Organizer Now that students have a clear and concise topic sentence, it’s time for them to organize their compositions.

• Have students use their three-column notes from close reading to the claim that Murrow makes.

• Have students

quotes from the text that connect directly to

in the graphic organizer for analyzing his argument.

Composing

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With the outline form/graphic organizer complete and the three-column notes by their side, students should now be ready to start writing.

• Remind students that their paragraph should cite the title of the book, the author, and the subject of the book overall, so the reader will understand what students are writing about.

• The

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paragraph should also include the student’s opinion of Murrow’s argument

• Students should work from the top of the graphic organizer to the bottom, form.

out each idea contained on the

• You may decide to have your more and independent writers work individually. However, you may want to pair less confident writers and let them talk through their ideas first, using their partner as a sounding board and editor before committing ideas to paper. > In the partner approach, one student should talk through what is on the outline form, elaborating and providing explanation. The listening partner should feel free to ask questions along the way if not enough information is being provided. > The questions should follow the same “what do you think/why do you think it/so what” structure as your questioning followed during close reading. > As you circulate around the room, listen carefully for students who may be abusing the “so what?” question and using it to taunt and annoy their partners.

• At the end of the composing session, all students should have at least 5 paragraphs of text.

If a break in the lesson is required, the end of this section is an excellent place to stop.

Sharing Writing is an act of communication, and students should not think the teacher is the only person worth communicating with. After initial composition, students should have the opportunity to share their writing with their classmates. You can do this in a number of ways.

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LEVEL F — LESSON 4 Sharing for Open Discussion You may want to have a less formal kind of sharing, leading to open classroom discussion around each piece of writing.

Students can read their pieces out loud, or you can make copies to pass around the classroom. Use the writing rubric found in this book’s introduction, or whatever writing rubric your school uses, to guide discussions and help students provide useful and focused commentary on student writing.

Remember that the goal of this piece of writing is to identify Murrow’s central point and to analyze his reasons with explicit evidence taken from the text and to state an opinion about whether he supports his claim well or not. Make sure student comments focus on the goals (analyzing the argument and expressing an opinion about his argument) of the exercise.

Sharing for Peer Review Peer review is a more formal way of sharing student writing. Each student is paired with a partner. Students swap papers and serve as each other’s peer reviewers. A peer review form specific to this writing exercise can be found at the end of this lesson and in student workbooks. You may also want to provide students with the general writing rubric found in the introduction to this book, to help guide their responses.

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Revising

You should always encourage students to revise their writing, whether it is a formal, graded assignment or something smaller and less formal. Students need to get in the habit of seeing writing as a process, not a product. Our thinking and reasoning can always get sharper. Our writing can always improve.

What Should They Revise?

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Whether you correct student papers yourself or have students engage in peer review, try to avoid the temptation of fixing everything. If students are engaged in enough writing activities during the year, you can focus their attention on different problems with each piece of writing they do, basing your choices on the kinds of errors or issues you’re seeing most often in your class.

Especially during the earlier parts of the school year, consider focusing revision on one of these key areas: • Organization > Have students followed the structure of the outline sheet correctly? Are there places where they have veered off topic, or onto tangents?

• Sentence Structure > Are sentences grammatically correct? Do students combine simple and complex sentences in interesting ways, creating a pleasant flow for the reader?

• Word Choice > Are students relying on the same simple words, time after time, rather than stretching their vocabularies and finding more interesting, meaningful synonyms to describe people, events, and ideas?

• Rebuttal > Now that students have heard counter-arguments in response to their papers, they should think about how best to rebut or pre-empt those arguments.

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LEVEL F — LESSON 4

PART THREE: Extending Mixing It Up The Mixing It Up extension gives students an opportunity to transfer what they have learned into a slightly different context, which helps students solidify concepts and use them in more flexible ways.

If you would like to extend this writing activity, try one of these exercises to get students to approach the topic differently. You can assign one option or let students choose their own: • Have each student think of an event or situation that he/she feels is unfair, as Murrow did with the McCarthy hearings. It could be something in the news or at school, a local event or even a historical event. Have them write “editorials” trying to get the listener to understand their position.

• Pose this question to the class: Have you ever heard or read an argument that really changed your mind about an important issue. It could have been an issue in society (like the importance of recycling) or a personal topic (like why you should learn a second language). Students can write short essays recounting the argument that changed their thinking and why it had the effect it did.

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LEVEL F — LESSON 4

Main Idea and Supporting Details (Supporting Claims with Clear Reasoning) Note-Taking QUOTES ...we cannot defend freedom abroad by deserting it at home...

NOTES Murrow is saying McCarthy’s committee limits American’s freedoms.

QUESTIONS What freedoms does he mean? First Amendment freedom to express views? Is due process a kind of “freedom”?

“...the fault, dear Brutus, is not in our stars but in ourselves.”

Murrow seems to say that Americans’ “fear” of Communism has led to crossing the line between investigation and persecution

How did McCarthy “exploit” his fear? Who was Brutus? Was he like McCarthy? Is his story part of Murrow’s argument?

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LEVEL F — LESSON 4

Opinion/Argument Writing Name Book

Explain why Murrow's reasons do or do not sufficiently support his central point.

Outlining Graphic Organizer

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Use examples to support your opinion on whether Murrow's use of clear reasoning strengthens his argument.

Introduction: An introductory paragraph which states the central point made by Edward R. Murrow in this excerpt from The Line Between Investigation and Persecution, along with your opinion about how well he defended his idea.

Explain why Murrow's reasons do or do not sufficiently support his central point.

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Conclusion: Summarize your opinion about whether Murrow's reasoning made his argument convincing.

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LEVEL F — LESSON 4

Opinion/Argument Writing Peer Response Sheet Excerpt from The Line between Investigation and Persecution by Edward R. Murrow My Name Writer’s Name Date Instructions: Read your classmate’s paper and provide very specific feedback by answering the following questions and following the directions. You may need to underline something on the writer’s paper or to draw circles or boxes to indicate that the writer has met the requirements of the assignment. Your help will be valuable to your classmate as he or she moves into the revision stage of the writing assignment.

1. Did the author make clear statement(s) defining Murrow’s theme and the reasons he used to support his argument in The Line between Investigation and Persecution?

2.

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3. Did the author give reasons that Murrow used to support his main point? Circle the words, phrases, or sentences that provide this information .

4. If not, what suggestions can you make to help the author to provide this information?

5. Did the author explain whether s/he believes Murrow made a good argument? Draw a box around the words or

6. Did the author provide information about how Murrow’s language helped make his argument stronger? Place a check mark in the margin beside each specific example of language used by Murrow.

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LEVEL F — LESSON 4 7. If not, what suggestions can you make to help the author provide this information?

8. Did the author provide a concluding paragraph that summarizes his/her thoughts about Murrow’s argument? Put a smiley face or a frowny face to indicate yes or no.

9. What made the paper easy to read or hard to read? Explain, using examples from the paper.

10. What suggestions can you make to help the author make the paper easier to read?

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11. What made the paper interesting or boring? Explain, using examples from the paper.

12. What suggestions can you provide to help the author improve the paper?

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