Unit 1 Lesson 3: Personal Claims: "Marita's Bargain" Objective: We will analyze the components of Gladwell’s argument presented in “Marita’s Bargain” in order to explain how an argument is developed. Drill: Today begins our daily writing program based on your interests and learning preferences. On the next few slides, you will see options for your writing drill. CHOOSE ONE of the three options to complete.

Drill Option 1: If you choose this drill, complete it in the text box provided. Do not complete Option 2 and 3. Style and Point of View: In his essay “Marita’s Bargain,” Malcolm Gladwell says, “Marita’s life is not the life of a typical twelve-year-old. Nor is it what we would necessarily wish for a twelve-year-old. Children, we like to believe, should have time to play and dream, and sleep. Marita has responsibilities” (13). Describe the effect of the repeating the phrase “twelve-year- old” in this excerpt. What is the tone of the passage? How does the word, “necessarily,” and the phrase, “we like to believe,” contribute to the tone (13)? What is the purpose of including the conjunction “and” twice in the phrase “have time to play and dream, and sleep” (13, l. 353)? How do all of these devices create the narrator’s point of view? Objective: We will analyze the components of Gladwell’s argument presented in “Marita’s Bargain” in order to explain how an argument is developed.

Drill Option 2: If you choose this drill, complete it in the text box provided. Do not complete Option 1 and 3. Structured Writing Choices In Malcolm Gladwell’s essay “Marita’s Bargain,” he writes, “Alexander tracked the progress of 650 first graders from the Baltimore public school system, looking at how they scored on a widely used math- and reading-skills exam called the California Achievement Test” (6). A. Imitate Gladwell’s sentence.  B. Unscramble: 1. of the first few innings 2. he kept the score 3. called the Mudville Nine 4. shouting at the team 5. from the grand stands 6. from the town across the train tracks C. Combine these together: The teacher motivated the class. 2. The class was a middle school class. 3. The class was from District 7 Public School. 4. The teacher believed in the students. 5. The teacher believed in how high they could score on the test. 6. The test was called the State-Wide Exam. D. Expand on this sentence stem by adding participial phrases: She called out / / and became / /. Objective: We will analyze the components of Gladwell’s argument presented in “Marita’s Bargain” in order to explain how an argument is developed.

Drill Option 3: If you choose this drill, complete it in the text box provided. Do not complete option 1 and 2. Structured Free Write Options – choose either A OR B A. How much should middle school students be concerned with their own achievement? Should they have to make sacrifices in order to better prepare for their future? B. Read the following quotation from Malcolm Gladwell’s essay about twelve-year-old, Marita, describing her typical day after school: “I leave school at five p.m., and if I don’t lollygag around, then I will get home around five-thirty. Then I say hi to my mom really quickly and start my homework. And if it’s not a lot of homework that day, it will take me two to three hours, and I’ll be done around nine p.m. Or if we have essays, then I will be done like ten p.m., or ten-thirty p.m” (12). Think back to your middle school days. How does Marita’s life after school compare to your own experience in middle school? In your life today? Do you think that Marita is working too hard as a twelve-year-old? Do societal expectations influence Marita’s ability to be successful? Objective: We will analyze the components of Gladwell’s argument presented in “Marita’s Bargain” in order to explain how an argument is developed.

Chunked Text and Jigsaw Objective: We will analyze the components of Gladwell’s argument presented in “Marita’s Bargain” in order to explain how an argument is developed. Chunked Text and Jigsaw Access the digital student text book and go to page 3 to read “Marita’s Bargain.” You will be assigned home groups and will jigsaw out to expert groups based on the number (1-5) you receive. Read/Listen to your assigned section of “Marita’s Bargain” and complete the task listed below: 1. Lines 1-52; “Introduction”: Identify the claim(s) (lines 50-52). Discuss in expert groups how Gladwell builds to his claims.   2. Lines 53-115; “Cultural Legacies” and background: Discuss how Gladwell argues that KIPP schools “succeeded by taking the idea of cultural legacies seriously” (lines 51-52). Read lines 53-115 and identify and discuss in expert groups which “cultural legacies” are pertinent to the essay and helps develops the argument as a whole.  3. Lines 116-221; “Cultural Legacies” and background: Discuss how Gladwell argues that KIPP schools “succeeded by taking the idea of cultural legacies seriously” (lines 51-52). Read lines 116-221 and identify and discuss in small groups which “cultural legacies” and background are pertinent to the essay and helps develop the argument as a whole.  4. Lines 222-286; “Extra Time”: Identify examples of how providing extra school time has benefited KIPP students. Discuss in expert groups if the success of the KIPP academy is based solely on the extended school day and year. What is the argument being made? 5. Lines 282-394; “Marita’s Bargain”: Identify what Marita’s bargain is. Discuss in expert groups what Gladwell’s purpose is for creating this title. Discuss how he achieves his purpose. Share out expert group findings back in home groups.  

Discussion: Personal Agency Discuss as a class the “bargain” that Marita makes: How does this relate to personal agency, or the control that one has on one’s own success in today’s society? Focus on how Gradwell builds his claim of the argument and the idea of "cultural legacies" and background. HOW are these pertinent to the essay and help develop Gradwell's argument as a whole? Discuss! Objective: We will analyze the components of Gladwell’s argument presented in “Marita’s Bargain” in order to explain how an argument is developed.

Formative Assessment: Access the digital student text book and go to page CR 7 to read "A Right to Choose Single Sex Education" (p. 7-10 in the Close Reader). In the text box below, annotate the text and complete the short response on page 10. Objective: We will analyze the components of Gladwell’s argument presented in “Marita’s Bargain” in order to explain how an argument is developed.