1. Barry Gilmore Hutchison School www.barrygilmore.net @barry_gilmore

2. Evaluate the effectiveness of these two appeals.

3. 1. Determine criteria (prior knowledge) 2. Identify strengths and weaknesses 3. Consider improvements or alternatives 4. Gather evidence 5. Draw conclusions

4. Shall I compare thee to a summer's day? Thou art more lovely and more temperate: Rough winds do shake the darling buds of May, And summer's lease hath all too short a date: Sometime too hot the eye of heaven shines, And often is his gold complexion dimmed, And every fair from fair sometime declines, By chance, or nature's changing course untrimmed: But thy eternal summer shall not fade, Nor lose possession of that fair thou ow'st, Nor shall death brag thou wander'st in his shade, When in eternal lines to time thou grow'st, So long as men can breathe, or eyes can see, So long lives this, and this gives life to thee.

5. Why Moves? Sample Move 1: Argue Sample Move 2: Develop Discuss a Move Discuss a Move Share a Strategy Sample Move 3: Support

6. SAT Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. SAT Does a person’s character determine that person’s success in life? Plan and write an essay in which you develop your point of view on this issue. Support your position with reasoning and examples taken from your reading, studies, experience, or observations. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position.

7. PARCC Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English. PARCC Use what you have learned from reading “Daedalus and Icarus” by Ovid and “To a Friend Whose Work Has Come to Triumph” by Anne Sexton to write an essay that provides an analysis of how Sexton transforms Daedalus and Icarus. As a starting point, you may want to consider what is emphasized, absent, or different in the two texts, but feel free to develop your own focus for analysis. Develop your essay by providing textual evidence from both texts. Be sure to follow the conventions of standard English.

12. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. ACT Write a letter to the school board in which you argue for lengthening the school day or for offering elective courses during the summer. Use specific reasons and examples to support your position. Argue What do students think when they see this verb? How do you teach this skill? Develop Organize Interpret Interpret words and phrases as they are used in a text (R4) Interpret information presented in diverse media and formats (e.g., visually, quantitatively, orally) and explain how it contributes to a topic, text, or issue under study. (SL2.6) Read closely to determine what the text says explicitly and to make logical inferences from it (R1) Analyze and interpret data to provide evidence for phenomena. (NGSS, MS- LS2-1)

14. Talk the List

16. Argue Support Develop Integrate

17. Argue Support Develop Integrate Organize Compare/Contrast Analyze Summarize

18. Why Moves? Sample Move 1: Argue Sample Move 2: Develop Discuss a Move Discuss a Move Share a Strategy Sample Move 3: Support

19. Before During After

20. “Light and dark is a huge theme in Beowulf. You see this theme when Beowulf fights Grendle, his momma, and the dragon. Beowulf is a man with a talent for exterminating the super natural. He is a great hero. In addition, Beowulf is about doing the right thing and is very strong. There is very little he cannot do until he is defeated at the end. “

21. Does an individual have the right to violate an unjust law? If so, under what circumstances? Write an essay in which you argue that individuals do or do not have this right. Use examples from history or from your reading to support your argument.

22. Before Example lead sentence: While some might argue that students should be expelled for the complaints they make about their teachers online, the law supports their freedom of speech in the digital arena as well as the real word. Example lead sentences: Should schools allow students to post negative comments about their teachers online? Absolutely not; recognizing the potential damage of posts to real human beings is a vital component of any student’s education. Argue Persuade

23. During (part 1) Make a Claim Make a Claim Mental Moves “There are points at which individuals should break a law.” Agree Disagree

24. During Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Evidence: Textual, observation, experience

25. Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Agree Disagree

26. Dring Consider Your Audience Integrate (Structure) Mental Moves Claim, then counterclaim Point by point

27. Make a Claim Make a Claim Support the Claim Anticipate Opposition Mental Moves Consider Your Audience Integrate (Structure)

28. During (part 2) What makes a law just or unjust? Can one person determine that a law is unjust? Should there be consequences for breaking unjust laws?

29. During (part 2) Partners: Find lines from texts Sticky notes on board

31. During (part 2) Citizens should obey: “I will obey those in control. That’s what I’m forced to do.” (Ismene) Citizens should resist: “I’ll lie down there forever. As for you, well, if you wish, you can show contempt for those laws the gods all hold in honour.” (Antigone) Partners: Find lines from texts Sticky notes on board Reading and note-taking Class claim and counterclaim Claim: Because laws represent the collective wisdom of a society, no one individual has the right to violate those laws. Counterclaim: Because the majority group in a society can overlook the rights of minorities or can be misled by a powerful view, individuals have the right to violate laws that are clearly unjust.

32. After

33. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Make a Claim Make a Claim

34. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Support the Claim

35. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Anticipate Opposition

36. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Consider Your Audience

37. Laws shape and define the structure of any group of people by setting boundaries, justly or unjustly. However, at a certain point, laws might infringe upon the basic universal human rights of any individual if the law is not carefully thought out and planned. Unjust laws are broken in modern society quite often, and there are points at which individuals not only may break a law, but should break it. An example of this is the Civil Rights movement, in which individuals such as Martin Luther King, Jr., violated laws through civil disobedience in order to fight injustice. One might claim that such disobedience creates chaos and incites others to break the law, but without the ability to protest such laws, how will change ever occur? Examples from history (Civil Rights) and two plays (Antigone and The Crucible) demonstrate this fact. If humans can’t violate a clearly unjust law, any government could oppress its people without fear of consequences—there must be a way to stop bad government and bad laws. Integrate (Structure)

39. I.Jessie at private school A.Government controls his dreams B.Dreams used to create future profession C. He’s in love with a girl named Gwen II.Jessie and Gwen figure out how to “skip dreams” A.Enter other people’s dreams B.Figure out how govt is controlling them III.Conflict A. Fight against a bad guy? IV.Jessie and Gwen run away A.Use dreamworld to commu7nicaite with rebel group B.??

40. Make a Claim Make a Claim Support the Claim Anticipate Opposition After Consider Your Audience Integrate (Structure)

41. Caesura

42. Why Moves? Sample Move 1: Argue Sample Move 2: Develop Discuss a Move Discuss a Move Share a Strategy Sample Move 3: Support

44. Before After Develop Introducing: discussion and writing (before) Mental moves for “develop” (before) From initial writing to assignment building (during) The writing process leading to summative writing (after)

45. Narrative Non-Narrative Write narratives to develop real or imagined experiences (W3) Scientific Develop a topic for an informational or analytical essay or presentation (W2) Develop a model to predict and/or describe phenomena such as the earth-sun- moon relationship (NGSS)

46. 1. Gather Information 2. Ask Questions 3. Qualify Mental Moves 4. Make Connections 5. Organize and Discuss

47. During PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism PoisonFlowers and herbs Churches and tombsEyes and ears (sight, etc.) Sun, moon, and starsWeather: rain, storms, sunshine Disguises and masksAnimals (especially birds) BloodWeapons NamesLight and Dark Gestures (thumb-biting)Mythological allusions Natural and civil lawsReligious symbolism

48. During Choose a symbol Return to the text (search online) Find quotations Include citations Choose a symbol Return to the text (search online) Find quotations Include citations Gather Information Ask Questions Qualify Make Connections Discuss or fast-write: what do the quotations tell you?

49. Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts. Sarah: Romeo vows to Juliet “by the moon” in act two scene two. Jasmine: Is that the balcony scene: Sarah: end of it Carter: But Juliet he shouldn’t swear that way cause the moon is inconstant Jasmine: why is the moon inconstant Carter: I guess cause it changes not like the sun. Sarah: So this is about whether or not love lasts. During

51. Romeo uses stars, sun, and moon imagery to elevate his love for Juliet, but he may really be referring to her beauty more than true love. Meanwhile, Shakespeare use the stars, sun, and moon as symbols of predetermined fate, giving love an inevitable outcome.

52. After

53. In Romeo and Juliet Shakespeare uses celestial bodies, such as the sun, moon, and stars, to enhance the speakers’ dialogue and contribute to Romeo and Juliet’s relationship. In their love towards one another, Romeo and Juliet tend to speak of symbols such as stars and the moon to evoke their love and passion for each other, despite the difficult situations that they are forced to endure. Because the sun, moon, and stars are seen as symbols of prosperity, strength, and happiness, they are continually applied to the two lovers. These symbols help explain the role of beauty in Romeo and Juliet’s love as well as the effects of fate predetermining the outcome of the play. However, while comparisons of Juliet to celestial bodies elevate Romeo’s love towards Juliet and show his romantic personality, Romeo’s ability to make Juliet’s beauty equivalent to the stars and heaven prompts readers to consider whether beauty and attraction are the primary basis of Romeo and Juliet’s love. Yet even though the two lovers are forced to endure many hardships and difficult times, their love for one another never terminates, even at their death. The celestial bodies help explain the role of beauty in Romeo and Juliet’s love, the effects of fate predetermining the outcome of the play, and the necessity to overcome their family’s wishes for true love.

54. Level One: Recall Level One: Recall Develop a list of references to the stars. Level Two: Skills Level Two: Skills Develop an explanation for each quotation. Level Three: Strategic Thinking Level Three: Strategic Thinking Develop your essay with evidence from the text. Level Four: Extended Thinking Level Four: Extended Thinking Develop a lesson that compares star images in this play to those in Hamlet.

55. Why Moves? Sample Move 1: Argue Sample Move 2: Develop Discuss a Move Discuss a Move Share a Strategy Sample Move 3: Support

56. Support 1. 2. 3. 4. 5.

58. The Other Words

59. Before During After Support

60. Spencer (10 th grade) Considered one of William Shakespeare’s greatest plays, A Midsummer Night’s Dream reads like a fantastical, imaginative tale: however, its poetic lines contain a message of love, reality, and chance that are not usually present in works of such kind. All characters in the play are playful, careless and thoughtless, and Puck: one of the central characters in the play: is significant to the plot, tone, and meaning of A Midsummer Night’s Dream, thus becoming a representative of the above-mentioned themes. In the last stanza of the play, he shows that he is a catalyst for almost every single one of these themes.

61. Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

62. Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

63. Puck: If we shadows have offended, Think but this and all is mended, That you have but slumber'd here While these visions did appear. And this weak and idle theme, No more yielding but a dream, Gentles, do not reprehend: If you pardon, we will mend. And, as I am an honest Puck, If we have unearned luck Now to 'scape the serpent's tongue, We will make amends ere long; Else the Puck a liar call: So, good night unto you all. Give me your hands, if we be friends, And Robin shall restore amends. (A Midsummer Night’s Dream V.i.)

64. Come up with one essential / big / thematic question about the play based on words you identified.

65. Sample student-generated questions (prompts) Does the play suggest it is okay to lie? Why is it called a “dream?” Why do both Theseus and Puck use the word “shadow”? Why are some people “pardoned” in the play? Why do only Puck and Bottom break the fourth wall? Is Puck ultimately benevolent or malicious?

66. Before During After

67. Spencer’s Group Question Why are some people “pardoned” in the play and who does the pardoning? Is there poetic justice in this play?

69. “She is mine, and all my right of her I do estate unto Demetrius.” -Egeus, act one “Egeus, I will overbear your will.” -Theseus, act four “When I had at my pleasure taunted her And she in mild terms begg'd my patience, I then did ask of her her changeling child; Which straight she gave me, and her fairy sent To bear him to my bower in fairy land. And now I have the boy, I will undo This hateful imperfection of her eyes.” -Oberon, act four

70. Spencer’s Thesis Shakespeare’s world seems to include justice, but it can be seen that events in MSND are decided by power, not right and wrong. Spencer’s Group Question Why are some people “pardoned” in the play and who does the pardoning? Is there poetic justice in this play?

71. From question to prompt Create topics Go back to the text—find examples Discuss in pairs or groups Write a thesis Share and discuss (PINE)

73. Spencer’s Organization 1.How Theseus uses power Power over Hippolyta Power over Egeus (follows law when convenient) 1.How Theseus uses power Power over Hippolyta Power over Egeus (follows law when convenient) 2. How Oberon uses power Power over Titania (unjust) Power over humans 2. How Oberon uses power Power over Titania (unjust) Power over humans 3. Women are abused by power of men None of the women really have choices Play within a play—Thisbe suffers like Hermia 3. Women are abused by power of men None of the women really have choices Play within a play—Thisbe suffers like Hermia

74. Before During After

75. Spencer’s Revision When Puck asks us to “pardon” him at the end of A Midsummer Night’s Dream, he points out the deep irony of the play: there is no justice in Shakespeare’s comedy, poetic, legal, or otherwise. We have no more power over Puck than the humans have over the fairies, their own fates, or love itself. Shakespeare’s world seems to include justice, but it can be seen that events in MSND are decided by power, not right and wrong.

76. 1. Be explicit, but not prescriptive. 2. Model. Scaffold. Engage. 3. There’s more to cognition and learning than just the verb. 4. What are the teacher verbs? 5. How can your colleagues help? How can you help them?

77. Coda

78. Barry Gilmore www.barrygilmore.net @barry_gilmore

79. The Task: Our class challenge this week has revolved around the difficulties Kenyan women have with handwashing stations in isolated areas. Come up with a possible solution to this problem. Develop your ideas through research, group collaboration, and trial and error. Then build a handwashing station of your own that addresses the problems of the Kenyan women. The Task: Our class challenge this week has revolved around the difficulties Kenyan women have with handwashing stations in isolated areas. Come up with a possible solution to this problem. Develop your ideas through research, group collaboration, and trial and error. Then build a handwashing station of your own that addresses the problems of the Kenyan women.

81. Gather Information Ask Questions Qualify Mental Moves: Develop Make Connections Organize and Discuss

82. Gather Information

83. Ask Questions

85. Qualify (Trial and Error)

86. Make Connections

88. Organize and Discuss (Present)