Hook, Housekeeping & Homework Monday Have out your novel (fictional text) to read Quietly read for approx. 15 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Monday “Black Men and Public Spaces” Mark Cuban: agreed or disagreed with his claims “Trayvon Marin: the crime of being black, male, and wearing a hoodie” Evidence to support a claim Characteristics of commentary

Creative Non-Fiction Monday Standard 2. Reading for All Purposes 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Objective: you will be able to actively read commentary, identifying main idea and supporting detail: claim and evidence to support a claim Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft? What topics are best for developing and planning a work of commentary? How does evidence support a claim?

Instruction: Obtain Review & New Monday What is commentary? an expression of opinions or offering of explanations about an event or situation: "an editorial commentary" a descriptive spoken account (especially on a broadcast) of an event or performance as it happens. What is a claim? A statement essentially arguable but used as a primary point to support or prove an argument is called a claim.argument

Pre-reading Background Trayvon Martin Shooting Fast Facts By CNN Library; updated 1:48 PM EST, Sat February 22, 2014 Timeline: February 26, George Zimmerman, a neighborhood watch captain in Sanford, Florida, calls 911 to report "a suspicious person" in the neighborhood. He is instructed not to get out of his SUV or approach the person. Zimmerman disregards the instructions. Moments later, neighbors report hearing gunfire. Zimmerman acknowledges that he shot Martin, claiming it was in self-defense. In a police report, Officer Timothy Smith writes that Zimmerman was bleeding from the nose and back of the head.George Zimmerman, a neighborhood watch captain in Sanford, Florida, calls 911 to report "a suspicious person" Wikipedia: On the night of February 26, 2012, in Sanford, Florida, United States, George Zimmerman fatally shot Trayvon Martin, a 17-year-old African American high school student. George Zimmerman, a 28-year-old mixed-race Hispanic man, [Note 1] was the neighborhood watch coordinator for the gated community where Martin was temporarily living and where the shooting took place. [4][5][6]SanfordFlorida George ZimmermanTrayvon MartinAfrican AmericanHispanic [Note 1]neighborhood watchgated community [4][5][6]

Activity: We Do Monday Purpose: to actively read commentary, identifying main idea and supporting detail: claim and evidence to support a claim Tasks: Read and mentally note (do NOT write on document, though) Title, author, publisher Main idea Supporting details Purpose Audience Outcome: With a partner, fill in the Commentary Analysis (you may write on this). Be prepared to report out

Commentary Analysis: Who/What to blame? 1. News media perpetually associates crime with black males Evidence/Research to support his claim: Studies by public opinion researchers show local TV news primarily report on violent crime. TV news reporters use images that disproportionately highlight black perpetrators and black victims Political scientists and communication scholars show that local TV news audiences tend to identify blacks with crimes Research indicates that images of black men committing violent crimes stick in people's minds longer than white criminals Harvard's Project Implicit Study shows that 72% of 100,000 participants associate black with weapons 2. State and local governments use ???? local ordinances (laws) to criminalize styles of dress worn by blacks Evidence/research to support his claim: Flint, MI; Albany, NY; Georgia; Ft. Worth, TX fine, arrest, eject from public transportation, kick out school, or remove from a plan, anyone wearing pants below the waist an IN nightclub prohibited loose-fitting pants, baseball caps, hair pics, grills, and gold chains; a rash of lawsuits have been filed against the discriminatory nature of nightclub dress codes ACLU (American Civil Liberties Union) filed suit against a VA nightclub for preventing patrons with cornrows and dreadlocks from entering 3. Criminal justice systems (police policies) disproportionately monitor, harass, arrest, and incarcerate black boys and me because of mere suspicion

What must be done to change perceptions? 1.We need to replace exaggerated images of black male criminality with those more in line with reality, borne out by evidence Evidence/research to support this claim: 2006 report by the Bureau of Justice Statistics compared homicide victim and offender data over a 30 year period and showed that the gap between black and white offenders is much smaller than what the images we see on TV and film tell us From , blacks account for 51% of all homicides perpetrators, whites 47% (homicides by whites are more likely to be gang related) 2. We need to start countering the scary black man narrative with statistics like these when children are still young. Evidence/research to support his claim: Recent developmental research shows that children pick up fear of people of different races from their parents and do so at a very young age

Hook, Housekeeping & Homework Tuesday Have out your novel (fictional text) to read Quietly read for approx. 15 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Tuesday “Trayvon Martin: the crime of being black, male, and wearing a hoodie” Evidence to support a claim Review – Have out the Commentary analysis sheet form yesterday Characteristics of commentary Fishbowl Discussion of Commentary Topics of Interest

THE OPINION PAGESTHE OPINION PAGES | PATRICK CHAPPATTE Protests in Ferguson AUG. 19, 2014 How not to manage civil unrest

Commentary Tuesday Standard 2. Reading for All Purposes 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Objective: you will be able to actively read commentary, identifying main idea and supporting detail: claim and evidence to support a claim Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation. Inquiry Question(s) What is the significance of a mentor text? What purpose do mentor texts serve? What can I learn from another writer’s craft? What topics are best for developing and planning a work of commentary? How does evidence support a claim?

Instruction: Obtain Tuesday Purpose: to actively read commentary, identifying main idea and supporting detail: claim and evidence to support a claim Thesis Paragraph = claim with outline of key ideas/proofs Paragraphs with evidence to support 3 key ideas Facts, statistics Expert opinion What’s his “call to action”? (Does he urge the reader to take an action, to think or to do something?)

Commentary Analysis: Who/What to blame? 1. News media perpetually associates crime with black males Evidence/Research to support his claim: Studies by public opinion researchers show local TV news primarily report on violent crime. TV news reporters use images that disproportionately highlight black perpetrators and black victims Political scientists and communication scholars show that local TV news audiences tend to identify blacks with crimes Research indicates that images of black men committing violent crimes stick in people's minds longer than white criminals Harvard's Project Implicit Study shows that 72% of 100,000 participants associate black with weapons 2. State and local governments use ???? local ordinances (laws) to criminalize styles of dress worn by blacks Evidence/research to support his claim: Flint, MI; Albany, NY; Georgia; Ft. Worth, TX fine, arrest, eject from public transportation, kick out school, or remove from a plan, anyone wearing pants below the waist an IN nightclub prohibited loose-fitting pants, baseball caps, hair pics, grills, and gold chains; a rash of lawsuits have been filed against the discriminatory nature of nightclub dress codes ACLU (American Civil Liberties Union) filed suit against a VA nightclub for preventing patrons with cornrows and dreadlocks from entering 3. Criminal justice systems (police policies) disproportionately monitor, harass, arrest, and incarcerate black boys and me because of mere suspicion

What must be done to change perceptions? 1.We need to replace exaggerated images of black male criminality with those more in line with reality, borne out by evidence Evidence/research to support this claim: 2006 report by the Bureau of Justice Statistics compared homicide victim and offender data over a 30 year period and showed that the gap between black and white offenders is much smaller than what the images we see on TV and film tell us From , blacks account for 51% of all homicides perpetrators, whites 47% (homicides by whites are more likely to be gang related) 2. We need to start countering the scary black man narrative with statistics like these when children are still young. Evidence/research to support his claim: Recent developmental research shows that children pick up fear of people of different races from their parents and do so at a very young age

Activities: Develop & Apply We Do - You Do Tuesday Purpose: to identify features and craft tools of commentary. Tasks: Read 8-10 of the commentaries (today and tomorrow) Complete the Semantic Features: Commentaries chart (directions are on the sheet) Outcome: Write a definition of commentary (see SUMMARY at bottom of sheet) Be prepared to select 4 of the 8-10 you’ve read to identify and explain why you agree/disagree with the claim presented. Comparison– saying the event or idea is like or similar to something else Contrast - showing how the event or idea is different from something else Anecdote – short, interesting story about real person/event Figurative language – metaphor, simile, personification, hyperbole Punch sentence – short sentences used to quickly convey emotion or intense/extreme thought Call to Action - words that urge the reader to take an immediate action; to do something

Hook, Housekeeping & Homework Wednesday Ms. Durland out for Professional Work Day! YOU DO Purpose: to identify features and craft tools of commentary. Tasks: Read at least 8-10 of the commentaries (individually or with a partner) Complete the Semantic Features: Commentaries chart (directions are on the sheet) Outcome: Write a definition of commentary (see SUMMARY at bottom of sheet) Be prepared to select 4 of the 8-10 you’ve read to identify and explain why you agree/disagree with the claim presented.

Hook, Housekeeping & Homework Thursday Have out your novel (fictional text) to read Quietly read for approx. 15 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Thursday Commentary and Semantic Chart Finish Commentary and Semantic Chart – including the summary Be prepared to select 4 of the 8-10 you’ve read to identify and explain why you agree/disagree with the claim presented. What are you concerned about? What do you see as a problem? What do you have an opinion about? What do you want “comment” on?

Commentary Thursday Standard(s) 2. Reading for All Purposes 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills Objective: you will be able to identify the features of various commentaries. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation.

Activities: Develop & Apply We Do – You Do Thursday Purpose: to identify features and craft tools of commentary. Tasks: Read at least 8-10 of the commentaries (individually or with a partner) Complete the Semantic Features: Commentaries chart (directions are on the sheet) Outcome: Write a definition of commentary (see SUMMARY at bottom of sheet) Be prepared to select 4 of the 8-10 you’ve read to identify and explain why you agree/disagree with the claim presented. Comparison– saying the event or idea is like or similar to something else Contrast - showing how the event or idea is different from something else Anecdote – short, interesting story about real person/event Figurative language – metaphor, simile, personification, hyperbole Punch sentence – short sentences used to quickly convey emotion or intense/extreme thought Call to Action - words that urge the reader to take an immediate action; to do something

Hook, Housekeeping & Homework Friday Have out your novel (fictional text) to read Quietly read for approx. 10 minutes Remember… no electronics out/on during reading time you are receiving credit for being on time, ready to read with your choice, independent reading novel, and actively reading during the given time. If you do not have your book with you, must read something else. If you finish reading a book, let me know. You’ll need to fill out a ½ sheet review and post it in the room! Homework: Spend 10 – 30 minutes reading from your choice, independent novel tonight!

Past, Present, Future Friday Finish Commentary and Semantic Chart – including the summary Select 4 of the 8-10 you’ve read to identify and explain why you agree/disagree with the claim presented. What are you concerned about? What do you see as a problem? What do you have an opinion about? What do you want “comment” on? Be prepared to research support/proof for topics you want to discuss/share

Commentary Friday Standard(s) 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes Objective: you will be able to identify issues of concern to you and others. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation.

Instruction: Obtain I Do Friday Purpose: to identify issues of concern to you and others. Tasks: Fill out the chart for 4 of the commentaries that you have read. Outcome: Narrow your focus to more personal ideas/concerns On Monday/Tuesday, you will have time to add additional research-based information to the support/proof area, so feel free to leave room in those boxes (“leave room” does not mean “leave empty”!)

Activities: Develop & Apply We Do FRIDAY Purpose: to identify issues that we personally have comments/opinion on Tasks: Take 3 sticky notes One each, write down one problem or issue you see in our smaller communities (e.g. family, school, work, extra- curricular activities, neighborhood, Colorado Springs). Be specific Now, take 3 more sticky notes and write down on problem or issue you see in our larger world (e.g. nation, world, universe). Be as specific as possible Post these on the appropriate poster Outcome: More ideas

To Summarize…. On a sheet of paper, select one problem/issue that you are most interested in. Write this on your paper: Issue: Consider: How does it make you feel? Why does it make you concerned, mad, upset, worried, etc? Write it down as an opinion statement. I think that …. Now, consider: So, what? Why should I or anyone else care? Write down a sentence that explains why this is important to someone else. Next week, turn in your semantics chart, your 4 commentaries agree/disagree chart, and this sheet with any of your research

Sources: Some of our concerns are represented in story… Story Corps About Us Since 2003, StoryCorps has collected and archived more than 50,000 interviews with over 90,000 participants. Each conversation is recorded on a CD to share, and is preserved at the American Folklife Center at the Library of Congress. StoryCorps is one of the largest oral history projects of its kind, and millions listen to our weekly broadcasts on NPR’s Morning Edition. Mission StoryCorps’ mission is to provide people of all backgrounds and beliefs with the opportunity to record, share and preserve the stories of our lives. We do this to remind one another of our shared humanity, to strengthen and build the connections between people, to teach the value of listening, and to weave into the fabric of our culture the understanding that everyone’s story matters. At the same time, we are creating an invaluable archive for future generations.

Sources Pew Research Center is a nonpartisan fact tank that informs the public about the issues, attitudes and trends shaping America and the world. It conducts public opinion polling, demographic research, media content analysis and other empirical social science research. Pew Research does not take policy positions. About Harper’s Magazine: Harper’s Magazine, the oldest general- interest monthly in America, explores the issues that drive our national conversation, through long-form narrative journalism and essays, and such celebrated features as the iconic Harper’s Index. With its emphasis on fine writing and original thought Harper’s provides readers with a unique perspective on politics, society, the environment, and culture. The essays, fiction, and reporting in the magazine’s pages come from promising new voices, as well as some of the most distinguished names in American letters, among them Annie Dillard, Barbara Ehrenreich, Jonathan Franzen, Mary Gaitskill, David Foster Wallace, and Tom Wolfe. Index

Sources Discovery Education World Book Ebsco – Points of View Gazette PBS NPR TED

Commentary Friday Standard(s) 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes Objective: you will be able to identify issues of concern to you and others. Relevance: By interpreting complex texts, providing evidence, and communicating ideas, we are not only practicing the skills need in any workplace or postsecondary setting, but also we are examining aspects of ourselves and others and how these as well as social and historical events impact the way in which we communicate. Examining and practicing writer’s craft allows us to better represent our own thoughts in any workplace or personal situation.

Academic Standards 1. Oral Expression and Listening 1. Effective speaking in formal and informal settings requires appropriate use of methods and audience awareness 2. Effective collaborative groups accomplish goals 2. Reading for All Purposes 1. Literary criticism of complex texts requires the use of analysis, interpretive, and evaluative strategies 2. Interpreting and evaluating complex informational texts require the understanding of rhetoric, critical reading, and analysis skills 3. Writing and Composition 1. Style, detail, expressive language, and genre create a well-crafted statement directed at an intended audience and purpose 2. Ideas, evidence, structure, and style create persuasive, academic, and technical texts for particular audiences and specific purposes 3. Standard English conventions effectively communicate to targeted audiences and purposes 4. Research and Reasoning 1. Independent research designs articulate and defend information, conclusions, and solutions that address specific contexts and purposes 2. Logical arguments distinguish facts from opinions; and evidence defines reasoned judgment

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