Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11) | EL Education Curriculum

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ELA 2012 G6:M2A:U1:L11

Text-Dependent Questions and Making a Claim: Digging Deeper into Paragraphs 20–23 of Steve Jobs’ Commencement Address (and connecting to Chapter 11)

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Long Term Learning Targets

  • I can cite text-based evidence to support an analysis of informational text (RI.6.1)
  • I can determine the main idea of an informational text based on details in the text. (RI.6.2)
  • I can analyze how a particular sentence, paragraph, chapter, or section fits in and contributes to the development of ideas in a text. (RI.6.5)

Supporting Targets

  • I can read Paragraphs 20-23 of the Steve Jobs speech closely in order to answer text-dependent questions.
  • I can make a claim using details from Paragraphs 20-23 of the Steve Jobs speech.
  • I can connect the events described by Steve Jobs in Paragraphs 15-23 of his speech to those experienced by Bud in the novel Bud, Not Buddy.

Ongoing Assessment

  • Stanford University Commencement Address: Steve Jobs: Paragraphs 20-23 Details to Support the Claim Note-catcher
  • Forming Evidence-Based Claims graphic organizer

Agenda

AgendaTeaching Notes

1.   Opening

     A. Engaging the Reader: Triad Discussion--Rules in Chapter 11 of Bud, Not Buddy (5 minutes)

     B. Unpacking Learning Targets (2 minutes)

2.  Work Time

     A. Text-Dependent Questions, Paragraphs 20-23 (15 minutes)

     B.  Forming Evidence-Based Claims: Paragraphs 20-23 (18 minutes)

3.  Closing and Assessment

     A. Connecting the Steve Jobs Speech to Bud, Not Buddy (5 minutes)

4.  Homework

     A.  Read Chapter 12 of Bud, Not Buddy.

  • This lesson is similar in structure to Lesson 9 and is the second in the final series of the two-lesson cycle. In this lesson, students dig deeper into Paragraphs 20-23 in order to answer text-dependent questions. This is their final day to work with the Steve Jobs speech.
  • In this lesson, students make a claim using the Forming Evidence-Based Claims graphic organizer to answer a question in pairs without any teacher input or modeling in preparation for the end of unit assessment.
  • In advance: Read the Close Reading Guide for this lesson (see supporting materials) and familiarize yourself with the text-dependent questions and suggested answers.
  • Post: Learning targets.

Vocabulary

claim

Materials

  • Stanford University Commencement Address: Steve Jobs (technology to display the webpage containing the video and transcript of the Steve Jobs Commencement Address--see Teaching Notes in Lesson 6 for more information)
  • Glossary for Stanford University Commencement Address: Steve Jobs
  • Paragraphs 20-23 of the Steve Jobs Speech--Text-Dependent Questions (one per student)
  • Close Reading Guide--Paragraphs 20-23 of the Steve Jobs Speech (for Teacher Reference)
  • Forming Evidence-Based Claims graphic organizer (one per student)
  • Stanford University Commencement Address: Steve Jobs: Paragraphs 20-23 Details to Support the Claim Note-catcher (one per student)

Opening

OpeningMeeting Students' Needs

A. Engaging the Reader: Triad Discussion--Rules in Chapter 11 of Bud, Not Buddy (5 minutes)

  • Invite students to sit in their triads.

Write these questions on the board. Ask students to use what they recorded on their Tracking Bud's Rules graphic organizer to think and then discuss:

* "What rules did Bud refer to in Chapter 11?"

* "What is the meaning of Bud's rule number 29?"

* "What life experiences may have led Bud to feel this way?"

  • Circulate to listen in on triads to ensure that all students are participating in the discussion and have completed their organizer for homework.
  • Reviewing the homework holds all students accountable for reading the novel and completing their homework.

B. Unpacking Learning Targets (2 minutes)

  • Invite students to read the learning targets with you:

* "I can read Paragraphs 20-23 of the Steve Jobs speech closely in order to answer text-dependent questions."

* "I can make a claim using details from Paragraphs 20-23 of the Steve Jobs speech."

* "I can connect the events described by Steve Jobs in Paragraphs 20-22 of his speech to those experienced by Bud in the novel Bud, Not Buddy."

  • Tell students that these learning targets are similar to those in Lessons 7 and 9 because this lesson follows a similar structure.
  • Remind them that they did a lot of work on making claims about a text in Module 1.
  • Learning targets are a research-based strategy that helps all students, especially challenged learners.
  • Posting learning targets allows students to reference them throughout the lesson to check their understanding. They also provide a reminder to students and teachers about the intended learning behind a given lesson or activity.
  • Discussing and clarifying the language of learning targets helps build academic vocabulary.

Work Time

Work TimeMeeting Students' Needs

A. Text-Dependent Questions, Paragraphs 20-23 (15 minutes)

  • Tell students that now that they have got the gist of Paragraphs 20-23, as they did with Paragraphs 6-8 and 12-14, they are going to dig deeper into this section of the text in order to understand it fully.
  • Ensure students are able to view the Stanford University Commencement Address: Steve Jobs transcript on the webpage.
  • Ensure students have access to their Glossary for Stanford University Commencement Address: Steve Jobs.
  • Distribute Paragraphs 20-23 of the Steve Jobs Speech--Text-Dependent Questions. Students work through the first part of this handout in concert with the Close Reading Guide (for Teacher Reference).
  • Text-dependent questions can be answered only by referring explicitly back to the text being read. This encourages students to reread the text for further analysis and allows for a deeper understanding.

B. Forming Evidence-Based Claims: Paragraphs 20-23 (18 minutes)

  • Distribute the Forming Evidence-Based Claims graphic organizer. Remind students that they used this organizer in Lesson 9 to make a claim in order to answer a question.
  • Post this question on the board and explain that the claim students make needs to answer this question:
    * "Why does Steve Jobs make the puzzling claim in Paragraph 21 that "death is very likely the single best invention of life"?
  • Invite students to record the question at the top of their Forming Evidence-Based Claims organizer for quick reference as they are working.
  • Remind them that in the first row of boxes, they record details from the text; in the second row, they record their thinking about those details and explain how the details are connected; and in the final row, they record the claim.
  • Distribute the Stanford University Commencement Address: Steve Jobs: Paragraphs 20-23 Details to Support the Claim Note-catcher and pair students up.
  • Distribute the Forming Evidence-Based Claims task card. Invite students to read the directions with you. Tell them to follow these directions to form an evidence-based claim that answers the question.
  • Circulate to assist students. Ask probing questions such as the following:
    * "Why have you chosen that detail?" 
    * "What is your thinking behind choosing that detail?"
    * "How are those details connected?"
  • To help students achieve a deeper understanding of the speech, ask questions like: 
    * "Why does Steve Jobs think that death is the best invention of life?"
    * "If he thinks death is good, he must think living forever would be bad. Why would living forever be bad? How would that change the way we live our lives?"
  • Invite students to get into triads to share their work. Tell them that they may make revisions to their evidence-based claim based on what they learn from their peers.
  • Select volunteers to share their claims and details with the whole group. Listen for students to claim that death is necessary because if people didn't die, the world would be overpopulated and nothing would get better. Also, if people lived forever, there would be no impetus to live life more fully, no need to treasure life's beautiful moments and people. 
  • Graphic organizers and recording forms engage students more actively and provide scaffolding that is especially critical for learners with lower levels of language proficiency and/or learning.
  • When reviewing graphic organizers or recording forms, consider using a document camera to display them for students who struggle with auditory processing.
  • Consider partnering ELLs who speak the same home language when discussion of complex content is required. This can allow them to have more meaningful discussions and clarify points in their native language.

Closing & Assessments

ClosingMeeting Students' Needs

A. Connecting the Steve Jobs Speech to Bud, Not Buddy (5 minutes)

  • Pair students up. Ask them to Think-Pair-Share:

* "After reading this part of the speech, what new connections can you see between Steve Jobs and Bud? How are their experiences similar? How are they different?"

  • Select students to share their responses with the whole group.
  • Refocus the group. Focus students' attention on the Connections between Steve Jobs and Bud anchor chart. Invite them to suggest connections between Steve Jobs and Bud to record on the chart. Tell students that they will use these connections for an assessment later in the unit. Suggestions might include:
  • Both have experienced death; Steve Jobs came close himself, and Bud experienced the death of his mother.
  • Anchor charts serve as note-catchers when the class is co-constructing ideas and recording ideas for future reference.

Homework

Homework
  • Read Chapter 12 of Bud, Not Buddy. Identify the rules Bud refers to in the chapter and complete your Tracking Bud's Rules graphic organizer.

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