Consider the need for Accessible Instructional Materials (AIM) and/or for captioned/described video when selecting texts, novels, video and/or other media for this unit. See “Sources for Accessible Media” for suggestions on Maryland Learning Links.
When developing lessons from these seeds, teachers must consider the needs of all learners. It is also important to build checkpoints into the lessons where appropriate formative assessment will inform a teacher’s instructional pacing and delivery.

STUDENT OUTCOMES/SUGGESTED INSTRUCTIONAL ACTIVITIES

Instruction

Introduction

Introduce students to the scratchboard engraving Censorship by Eric Drooker (at the teacher’s discretion. Teachers may choose to select another work of art instead.)
After examining the picture, students list words that capture their first impressions. Share the impressions as a whole group.
Analyze the picture’s style, focusing on details (color, line, contrast, perspective, etc.), imagery, mood, tone, and symbolism. Consider using a graphic organizer requiring students to identify examples of stylistic elements, and then make notes on their significance to the overall meaning or claim.
Analyze the picture’s use of rhetoric to convey its message. Students should identify how the artist appeals to emotion, logic, and ethics (pathos, logos, and ethos) to criticize censorship.
Students write a response evaluating the “argument” of the picture. What is its claim, and how effectively does the artist convey his point? The supporting details can come from the rhetorical and stylistic analysis activities.

Research Simulation Application

Have students research the topic of censorship as it is portrayed by artists and in political cartoons.
Have student complete the SOAPSTone chart in Resource 1 for their selected school appropriate image.
As homework, on a wikispace or other interactive media space, have students post school appropriate works of art and political cartoons with a brief paragraph introducing the artist or cartoonist, a summary of the message, and analysis of the medium used.

Assessment: Students must log on to the web space and critique three other student’s posts.

CCSS STANDARDS ALIGNMENT

Reading Informational Text
RI.9-10.1 Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
RI.9-10.4 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).
RI.9-10.6 Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
RI.9-10.7 Analyze various accounts of a subject told in different mediums (e.g. a person’s life story in both print and multimedia), determine which details are emphasized in each account.
RI.9-10.8 Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
RI.9-10.10 By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.

Writing
W.9-10.7 Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.
W.9-10.8 Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.
W.9-10.10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of discipline-specific tasks, purposes, and audiences.

Speaking and Listening
SL.9-10.1 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.

Language
L.9-10.1 Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.
L.9-10.2 Demonstrate command of the conventions of standard English capitalization, punctuation, and spelling when writing.
L.9-10.3 Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

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Last Updated 3/17/2020 1:13 PM

Day 5 – SEED 2

Lesson Calendar

Lesson Seed 2 – Day 5