Mini-Unit: Focus on Evidence This Mini-Unit supports students use of evidence by focusing how students use nonfiction sources.   The unit includes lessons on the Harris moves and commentary on quotations. The text set focuses on online privacy issues. Sabrina Back Co-Director, Mountain Writing Project, Hazard, KY (Adapted by Jean Wolph from Sabrina Back’s LDC module)

Do Now- 12/5 How often do you use the internet? What types of things do you use the internet for? Do you trust what you read/see online? Why or why not? Write a minimum of two paragraphs

Learning Target- Students will reflect on their current practices surrounding internet usage and how secure they feel. Success Criteria- Students will take notes to build scheme about internet security.

Online Privacy Should the government protect its citizens in their use of technology? Or does using the internet mean you have to be willing to give up some level of privacy? Day 1

In this mini-unit, we’ll practice ways that writers use sources to develop their arguments: Illustrating | Using specific examples from the text to support the claim Authorizing | Referring to an “expert” to support the claim Countering | “Pushing back” against the text in some way (e.g., disagree with it, challenge something it says, or interpret it differently) Selected slides in this mini-unit can be revisited as students work on daily argument writing and/or on other mini-units, to remind students what these moves look like in the context of developing an argument. Jean Wolph, Louisville Writing Project, for NWP CRWP funded by the Department of Education

PREPARING FOR THE TASK: BUILDING SCHEMA QW #2 Think, Write, Pair, Share In your WNB, list everything you know about online privacy. (5 minutes) Day 1 - The unit begins with figuring out what we know about online privacy, what questions we have, and what the writing task will be.

PREPARING FOR THE TASK: BUILDING SCHEMA QW #2 Think, Write, Pair, Share Pair up and discuss your lists. Then discuss the questions below: What is online privacy? Who is able to find out your name and age? Your phone number or cell phone number? Your home address? Your parent’s address or employer? Your e- mail address? The school you attend?   Day 1 - The unit begins with figuring out what we know about online privacy, what questions we have, and what the writing task will be.

Viewing Strategy: PBS Video “Assign” students one of three experts found in the video (each expert has a segment): Robert Ellis Smith, “A Brief History of Online Privacy” Helen Nissenbaum, “Is Privacy a Choice?” Julian Sanchez, “Will the Government Protect Our Privacy?” QW#3 pay attention to the point or claim your expert is making. Jot down ideas. Share with group. This activity will help students start to see what the different perspectives are on the issue of online privacy.

Video Text to Build Background Online Privacy: How Did We Get Here? PBS Digital Videos (8 min.) Published on Jul 25, 2013. See viewing strategy on next slide. Additional Video Text (optional) What is a cookie? (4:30 min.) Published on Jun 21, 2012 by Adversitement. Balanced view of cookies, how they started, how they have evolved, and how they help and store various information. Includes video transcript available for printing.

Exit Ticket- Swap Meet On one side of your slip of paper, write one new thing you learned today or one piece of information that seemed important. On the other side- write a few sentences about why you think it is important for people to know this. Then… swap meet!