Rights and Responsibilities EQ: How can we balance everyone’s rights?

Day 1: Bell Ringer Create a two-column chart with the following headings: rights, responsibilities Brainstorm a minimum of three rights and responsibilities that we have as Americans. Be ready to share your thinking.

Exploring the Thinking of Others Read and Compare the quotes on pg. 532. What do both speakers believe about rights? Write your thinking on a sticky.

Jigsaw Activity 1. You will form 4 expert groups to explore the following questions: 2. Define your keyword and generate a list to answer your question. 3. Regroup and discuss the following questions: Do any items appear more than once? Are any of the terms synonyms? Are there differences between individual rights, duties, responsibilities, obligation and group ones? Explain your thinking. Group 1 Group 2 Group 3 Group 4 What rights do Americans have? Define: rights What duties do Americans have? Define: duties What responsibilities do Americans have? Define: responsibilities What obligations do Americans have? Define: obligations

EQ: How can we balance everyone’s rights? Study the chart on pg. 534. Respond in writing to the two questions below the chart. Be ready to debate this issue with your classmates in five minutes.

Unit Project: Plan a Political Commercial You will be writing and directing a political commercial that will be sent to political leaders. Begin to think about the issues that are important to you. Begin to think about what kinds of arguments you can develop to persuade our political leaders to take up your cause. During this unit, you will learn all the skills necessary to create your commercials. Each day will build on the next, so give your best effort everyday!

Bell Ringer Day 2 If you had to choose a political issue for your project today what would it be and why? Write at least half a page explaining your thinking.

How to Read Non-Fiction Demo text pg. 536 Read each of the demo texts with the following purpose: Which text do you find more persuasive and why?

Notes about Persuasive Non-Fiction: Purpose Argument To convince the reader to believe or act a certain way This is simply the writer’s viewpoint. The author has to make his or her argument appeal to the reader: Logical Appeal- Ethical Appeal- Emotional Appeal-

Notes continued… Evidence Types of Evidence Information that helps prove the authors argument Facts- Statistics- Quotations- Expert opinions- Personal memoirs- Analogies-

Try an experiment! Debrief Ticket out today- Explain what readers need to consider as they read persuasive text?

Day 3: Bell Ringer 1. What do you consider personal rights and privileges? 2. Complete the anticipation guide on pg. 540

Key Vocabulary Edge Interactive Practice Book 198-199

Before Reading… Edge Interactive Practice Book Pg 200-201 Create the three-column chart on pg. 541 to hold your thinking tomorrow my knowledge + information from text= my conclusion Ticket out- What information should you use to draw conclusions as you read?

Day 4: Bell Ringer Write at least a half a page stating whether you think that the driving age should be raised or kept the same. Provide at least two reasons to support your thinking. What kind of appeal did you use? Emotional, ethical, or logical?

Read “Too Young to Drive?” Purpose: Use the chart you created yesterday to hold your thinking. Before reading, complete the first column with what you already know. During your reading, complete the second column with information that you learn from the text. This will help you draw conclusions. After your reading, complete the last column with your conclusions. What conclusions have you drawn? What new ideas have emerged?

Day 5: Bell Ringer Grammar Highlight: Does the subject always come first? (Lesson 77)

Analyze the Reading Complete questions 1-4, using the text as a reference. Reread the text to answer the following question: Which writer balances people’s personal rights and privileges best? Now write a paragraph responding to the question. Be sure and cite examples from the text.