1. Individual Rights vs. Group Rights: Are the rights of the individual more important than the common good?

2. Start a conversation

3. Goals: Read non-fiction texts for specific information and synthesize the texts in a one to two page argument. Mess around with thinking in order to develop a claim.

4. Vocabulary claim: A claim states your position on the issue you have chosen to write about.

5. Spock’s claim

6. “The needs of many outweigh the needs of the few.”

7. According to Spock, “___.” Add a reason why he makes this claim.

8. Spock says / I Say

9. Add a “For example, ____”

10. Fill the room

12. Annotating Text ●Mark only the most important sections. ●Stop to write down your thinking in words.

14. Annotating Text ●Mark only the most important sections. ●Stop to write down your thinking in words.

15. If you are finished, go back to the article, reread your annotations, and try to add enough details so that you could just glance at your underlining and notes to easily remember the article without having to completely reread it.

17. Now I’m thinking..

18. Sse Sentence frames “According to ____, …” “Supporting my example, …” “Although the article by ___ says …” “As the article by ___ says, …”

20. Annotating Text ●Mark only the most important sections. ●Stop to write down your thinking in words.

22. Annotating Text ●Mark only the most important sections. ●Stop to write down your thinking in words.

23. If you are finished, go back to the article, reread your annotations, and try to add enough details so that you could just glance at your underlining and notes to easily remember the article without having to completely reread it.

25. Now I’m thinking.. “On the other hand, …” “I hadn’t considered …” “This is making me wonder…”

26. A Guided Essay ●For three minutes write about your ideas about individual and group rights as they relate to The Giver or Spock’s statement or both.

27. A Guided Essay ●For three minutes write about your ideas about individual and group rights as they relate to The Giver or Spock’s statement or both. ●Write for three more minutes using support from the article you agree with. (“According to…” or another appropriate sentence frame.)

28. A Guided Essay ●For three minutes write about your ideas about individual and group rights as they relate to The Giver or Spock’s statement or both. ●Write for three more minutes using support from the article you agree with. (“According to…” or another appropriate sentence frame.) ●Write for three additional minutes about the article you disagreed with using stems from the Day Three lesson.

29. A Guided Essay ●For three minutes write about your ideas about individual and group rights as they relate to The Giver or Spock’s statement or both. ●Write for three more minutes using support from the article you agree with. (“According to…” or another appropriate sentence frame.) ●Write for three additional minutes about the article you disagreed with using stems from the Day Three lesson. ●For two minutes, write about one extension or connection this could have for you or your reader: “So, perhaps…” “Now I am wondering, …” “So, next time, …”

30. Credits Mini-unit adapted by Colleen Appel of the Ozarks Writing Project from “Teen Brains” and “Reality TV” mini-units developed by Beth Rimer of the Ohio Writing Project for the NWP’s College Ready Writers Program