Literacy Design Collaborative Argumentation ModuleInformation Sheet

Module Title: Lord of the Flies: Civilization Vs. Savagery

Module Description (overview): Students will read Lord of the Flies, philosophies of Hobbes, Locke, Machiavelli, Socrates, and Plato, and the psychology of id, ego, and superego from Freud. We will discuss good and evil in society, and determine whether society is happier when civilized or savage. After closely studying argumentative writing, students will write an argumentative essay that defends their position using textual evidence and knowledge of philosophers, and offers a counter-argument to further strengthen their positions.

Template Task (include number, type, level)

Teaching Task

Task 1 Template: After researching ________ (informational texts) on ________ (content), write ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

After researching valid informational texts on your assigned controversial topic, write a persuasive essay that argues your position on that topic. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Grade(s)/Level: 10

Discipline: ELA

Course: English 10

Author(s): Jamie Cositore

Contact information: Collegiate Institute of Math and Science

Section 1: What Task?What task sets clear, measurable goals for learning?

A. Template task (include number, type, level and prompt): After reading and researching Lord of the Flies, Hobbes, Locke, Machiavelli, Socrates, and Plato and the id, ego, and superego from the psychology of Freud, write an argumentative essay that argues your position on civilization versus savagery. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Task 1 Template: After researching ________ (informational texts) on ________ (content), write ________ (essay or substitute) that argues your position on ________ (content). Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

B. Standards: The CCR Anchor Standards from the common core standards are already identified by the Literacy Design Collaborative for all Argumentation tasks.

Number CCR Anchor Standards for Reading (Argumentation)

1 Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the test.

3 Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

8 Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.

9 Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

10 Read and comprehend complex literary and informational texts independently and proficiently.

Number CCR Anchor Standards for Writing (Argumentation)

1 Write arguments to support claims in

an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

4 Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.

9 Draw evidence from literary or informational texts to support analysis, reflection, and research.

10 Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a Period or two) for a range of tasks, purposes, and audience.

Content Standards: Insert appropriate content standards as defined by your state/district.

Number Content Standard(s)

Content Standards Source:

C. Teaching Task: Design your teaching task. Fill in the blanks with the appropriate items. Background: After exploring the basic conflict between savagery and civilization in Lord of the Flies, you will need to determine if the boys on the island are happier when civilized or savage.

Prompt: After researching valid informational texts on your assigned controversial topic, write a persuasive essay that argues your position on that topic. Support your position with evidence from your research. L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

LDC Argumentation Rubric for Teaching Task

ADVANCEDFocus Addresses all aspects of the prompt

with a highly focused and convincing response.

Reading/Research Demonstrates accurate and effective use of reading materials to develop argument or proposal and a solid understanding of content as presented in the prompt.

Controlling Idea Establishes a substantive and credible claim or proposal. (L2) Acknowledges relevant competing arguments, defending or qualifying the claim or proposal as appropriate.

Development Develops a detailed and convincing argument or proposal; provides relevant evidence in the form of examples or explanations with statements from reading material. (L3) Makes a clarifying connection(s) that illuminates argument and adds depth to reasoning.

Organization Applies an appropriate text structure that develops reasoning; applies a logic model, such as deductive reasoning.

Conventions Demonstrates a well-developed command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

MEETS EXPECTATIONSFocus Addresses the prompt and stays on

task; provides a generally convincing response.

Reading/Research Demonstrates generally effective use of reading materials to develop argument or proposal and an understanding of the content as presented in the prompt.

Controlling Idea Establishes a credible claim or proposal (L2) Acknowledges competing arguments while defending the claim or proposal.

Development Develops a satisfactory argument or proposal using reasoning with adequate detail to support claim or

proposal; provides evidence from text(s) in the form of examples or explanations relevant to the argument or proposal. (L3) Makes a relevant connection that helps to clarify argument or proposal.

Organization Applies an appropriate text structure that develops reasoning; applies a logic model.

Conventions Demonstrates a satisfactory command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

NOT YETFocus Attempts to address prompt but lacks

focus or is off-task.Reading/Research Demonstrates weak use of reading

materials to develop argument or proposal.

Controlling Idea Establishes a claim or proposal but is weak or off task; (L2) Attempts to acknowledge competing arguments.

Development Lacks details to support reasoning; examples or explanations are weak or not relevant. (L3) Connection is not relevant.

Organization Provides a weak text structure; composition is confusing.

Conventions Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.

Section 2: What Skills? What skills do students need to succeed on the teaching task?

Each module is required to identify the specific student skills, define them, and cluster them. The prototype below shows one way to do that. Module builders can use this version, change it, or create a different skill list, different definitions, and different clusters using the chart.

Skills Cluster 1: Classroom Pre-instruction & Reading ProcessIntroduction Ability to connect the task and new

content to existing knowledge, skills, experiences, interests, and concerns. Before novel, have students write an argumentative essay explaining whether they believe their society is happier civilized or savage, using life experiences.

Conflict & Character Students will discuss the similarities and differences between Jack and Ralph, both physically and symbolically.

Reading and Questioning to Understand Character

Ability to understand prompt and rubric.

Persuasion & Audience Students will decide whether they believe society is happier when savage or civilized. This will become the first phase of their thesis statement.

Defining Bias We will discuss the time period in which the novel was written, with a presentation on World War II. Students will understand the author's perspective and reason for writing the novel from a historical perspective.

Application: Bias and Characters Students will understand why Golding crafted both Ralph and Jack's physical traits. For instance, fair hair vs. red hair symbolically.

Reading for Bias Students will note the differences and similarities in the two boys and their followers throughout the novel, understanding that they are reading through a lens when they attempt to prove their thesis.

Skills Cluster 2: Task Examination & Transition to Writing

Bridging Conversation & Task Analysis Students will begin reading the novel. Quoting Sources to Support an Argument

Ability to read texts explicitly; to analyze texts for specific purposes; to summarize; to draw evidence from a relevant source. Students will find quotes in each chapter that support their thesis. For instance, if they believe society is happier when civilized, they will find quotes that demonstrate the boys acting civilized AND showing happiness (laughter, smiling, etc.) as well as quotes where they are acting savage and acting sad (angry, violent, ashamed, etc.)

Qualified Thesis Statement (in reading & writing)

Once students have collected evidence, they will begin to carefully comb through their evidence to search for patterns (arguments). They will then re-write their thesis statement, giving a reason that can be supported by arguments from the text. This is the "because" factor.

Planning Students will then begin to organize their thesis, evidence and arguments in basic outline form.

Skills Cluster 3: Writing ProcessStructure Ability to establish a claim and

develop a line of thought supportive of claim. Students will work on transitions. We will discuss the different types of transitions and where they should be implemented. Both at the beginning of paragraphs, beginning of arguments, and internally, such as to introduce a quote or another reason that supports the same argument. Students will begin to create stronger and more specific outlines, using transitions and reasons/textual evidence to support their arguments.

CounterargumentAbility to construct an initial draft with an emerging line of thought and structure.Sentence Variety Students will consider the opposing

argument and create a list of reasons why the opposite argument may be correct. They will work in pairs and

groups with students who are writing an opposing thesis to discuss ideas. They will then determine weaknesses in the opposing arguments so they can refute them in their writing.

Cohesion Students will work on flow, combining sentences, language-usage, and vocabulary.

Editing All paragraphs from introduction, to body, to conclusion will be submitted, edited, and revised one by one. Students will go through a thorough revision process before putting the entire essay together for the final draft.

Section 3: Instruction for Argumentative Composition How will teachers teach students to succeed on the teaching task?This is an LDC prototype instructional ladder for argumentation tasks, for single or multiple texts. Follow this prototype or revise it to fit your task as necessary into clusters and skills with mini-tasks, scoring guides, instructional strategies, and products.

LDC Skills Mini Tasks

What skills do

students need to

succeed on the

teaching ask?

What incremental tasks will teachers

give students so they

can learn each skill?Pre-Module Initial

Reading of Lord of the Flies and outside readings, with a discussion of theme.

Students will determine their own opinion before reading.

Students will determine their opinion after reading.

Students will create a thesis based on their findings.

Pacing Ladder Skill Steps

Mini-tasks Scoring Guide

Instructional Strategies

Product

Skills Cluster 1: Classroom Pre-Instruction & Reading Process

Period Introduction

Aim: How can we become comfortable with the Essential Questions for the unit

Teacher introduces methods to help students analyze quotes. Practice is

Quote graphic organizer with quote, page number, character speaking,

as we enter into the reading of a new text?1. Introduce unit essential questions and have students freewrite responses to them. What makes society happier in your opinion? Savagery or Civilization? What does “savagery” mean? What does “civilization” mean? Discussion of Hobbes and Locke’s philosophies. Can both sides of a controversial issue be right? How do we persuade our audience?

2. Pass out copies of Lord of the Flies

3. Students are assigned readings for homework, with a few read alouds and some independent reading in class when appropriate.

Homework: 3-5 quotes that support your topic per chapter with the name of the character who said it, page numbers, and analysis.

done in class:Forming Interpretations: What does this mean for the larger theme?

What does this mean for your side? Inferring: Read between the lines. How might the figurative language (ex. Symbolism) help defend your side of the argument?

and analysis.

Understanding philosophy

Aim: How does philosophy deepen our understanding of a text?1 Short answer: Is the unexamined life worth living?

2. Allegory of the Cave powerpoint. Focus on the difference between shadows and light, uneducated and educated: 3. Note taking

Students learn note taking techniques based on outlining information. Teacher provides an outline with gaps, students fill in gaps as the presentation

Note taking, Short answer

4. How does the Allegory of the Cave play into the novel? How does it help your side of the argument? Is it better to stay inside the cave (savage) or leave the cave? (civilized)

continues.

3. Reading and questioning to understand character

Aim: How are the minor characters separating themselves?Students start to discuss the minor characters. How many have chosen savagery? How many have chosen civilization? How does their personality/appearance/background affect their decision making process? How does it affect your side of the argument? Homework: Find quotes

Students work in groups to discuss the minor characters. Character trait sheet is handed out to help the students choose the proper traits and expand their vocabulary.

What does this character say to others?What do other characters say to him/her? What does this character say about others? What do others say about him/her? What does this character believe (What is his or her worldview, or values?)

Graphic Organizers

4. Persuasion & Audience

Aim: What is the relationship between

Create questions to guide students’

Accountable talk/class discussion

persuasion and audience?1. Who is more convincing? Jack or Ralph? Study of Machiavelli’s philosophy “It is better to be feared than loved.” Do you agree? How do we persuade someone? Class discussion and debate.

understanding.

Define bias: A bias may be favorable or unfavorable: bias in favor of or against an idea. Prejudice implies a preformed judgment even more unreasoning than bias, and usually implies an unfavorable opinion: prejudice against a race. [Also means] predispose, bend, incline, dispose or a leaning. In other words, all characters have their own points of view, which can lead them to be biased in favor of some things and against other things.

6. Application: Bias & Characters

Aim: How do we understand characters in the novel as representing the id, ego, and superego bias?

1. Powerpoint presentation with blank outline and discussion of note taking2. Define id, ego, and superego3. In groups, apply these definitions to the characters and provide evidence in the form of quotes for your

Presentation of Freud’s id, ego, and superego

Powerpoint, notes, graphic organizer, definitions, character personalities with textual evidence.

labeling. 4. Class discussion.

7. Reading with a lens

Aim: How do we read with a lens1. Pull out short excerpts. Read them three ways with three different lenses (Freudian, Machiavellian, Socrates). How do they differ each time? Class discussion on what it means to read with a lens.

Choose a passage that will allow for three different lenses. Create questions to help guide students in determining how to read a text with a lens.

Cornell notes

On-going Response Logs

Skills Cluster 2: Task Examination & Transition to Writing

1. Bridging Conversation

2. Task Analysis

Aim: How do we persuade an audience?1. Students have finished novel and philosophical readings/presentation. They will now re-examine their thesis. What does the author believe? What do the characters believe? What do they believe? How do we re-evaluate our thesis statements using collected evidence?

No scoringStudents receive their quote collection, which has been kept safe for them throughout the duration of the novel. They will use this to sort evidence by patterns and argument.

Period 3. Quoting sources to support an argument

Aim: How can we quote sources to support our argument?

Extensive modeling using examples

Significant quotes from sources

1. Students will look for patterns within their evidence to create arguments. They will then sort their evidence based on their arguments.

from the text, and graphic organizers will be provided.

4. Qualified Thesis Statement (in reading & writing)

1. Students will revisit their thesis statement for the last time, using their arguments as a guide. What is it that they are really trying to prove? What’s the overarching idea? What’s the “because” factor? Have they collected enough evidence in the form of quotes to support their thesis? More research/collection may be needed.

Define qualified thesis statement

Qualified Thesis Statement

2 Periods Analyze Evidence

OUTINING! Will be modeled by teacher

Graphic organizers. 2 types. Basic outline and then more detailed outline.

Outline

Skills Cluster 3: Writing Process1 Period 1. Structure Aim: How do we write

proper introductions? 1. Pass out sample introductions. Have students identify the qualified thesis statement. Is it strong? 2. How does the author choose to introduce the topic? Give examples of various introductions for the SAME topic. Which one is strongest? Why?What could the authors have done to improve?

Model introductions with necessary components and strategies for beginning an essay.

Students will write their own introductions

3 Periods 2. Aim: How do we write proper body paragraphs?

Model body paragraphs with necessary

Body Paragraphs using evidence

Students will read and analyze sample body paragraphs. What is the structure? What is the argument? The evidence? The transition words? Where are transitions placed? Where is the analysis? Strong vocabulary?

components and strategies for creating a strong argument and for inserting and analyzing evidence.

from the text and evidence from philosophy.

Period 1 2. Counterargument

Aim: How do we write a counter-argument?1. Students will look at their arguments now that they are clearly outlined. What would the opposite side say? Why might that argument be wrong? Students will read model counterarguments and determine how an author refutes the opposing side. What evidence from the text can you use to demonstrate that the opposing side is weak? Use and sort collected evidence.

Students will read each others’ papers and determine what other arguments might be used. Students will then brainstorm a list of reasons why these arguments may be weak. They will then write their own counter-agruments, paying close attention to transitions.

Counter-argument paragraph.

Period 1 Aim: How do we write proper

Students will have concluding

Students will choose a clincher that

conclusions? Students will examine various conclusions written about the same topics, similar to what they did for introductions. They will inspect the paragraphs for vocabulary, re-statement of thesis, and a clincher.

paragraphs modeled for them.

they feel will work best for their argument, and then write their concluding paragraph.

Period 1 4. Cohesion / Transitions

1. Students will have a mini-lesson on using strong transition words and not repeating vocabulary. They will then read paragraphs and make them stronger using the proper transitions. They will then use this skill to edit and revise their own essay.

Handout: Transitions

Revision

Period 1-2 5. Peer Edit 1. Pass out peer editing sheets2. Conduct 1 (or more) peer editing sessions3. Reflection: What strengths does your paper have? What can you improve on?

Peer editing worksheet

Revision

Period 1 6. Final Draft Students will have one class period to re-write their entire essay, using all of the knowledge they have accumulated and their

Final, Clean Draft for submission

edited rough drafts.

Materials, references and supports: List the materials you will need and students will use. Provide citations.

For Teachers For Students

Novel

Novel

Philosophies of Socrates/Plato, Hobbes, Locke, Machiavelli, and the psychology of Freud.

Student examples

Graphic Organizers

Notes and readings on the philosophers mentioned

Models of proper essays and form, broken down by paragraph

Graphic organizers

Section 4: What Results? How good is good enough?

Student work samples: Include examples of student work to represent each performance level on the teaching task.

Classroom assessment task: Design a classroom assessment task using the same template task as the one you will be teaching. You may modify slightly the template to fit the in-class, on-demand environment. You should also include student examples for the assessment task.

Background (optional):

Prompt:

LDC Argumentation Classroom Assessment Rubric

MEETS EXPECTATIONSFocus Addresses the prompt and stays on

task; provides a generally convincing response.

Reading/Research Demonstrates generally effective use of reading material to develop an argument.

Controlling Idea Establishes a credible claim and supports an argument that is logical and generally convincing. (L2) Acknowledges competing arguments while defending the claim.

Development Develops reasoning to support claim; provides evidence from text(s) in the form of examples or explanations relevant to the argument (L3) Makes a relevant connection(s) that supports argument.

Organization Applies an appropriate text structure that develops reasons.

Conventions Demonstrates a command of standard English conventions and cohesion; employs language and tone appropriate to audience and purpose.

NOT YETFocus Attempts to address prompt but lacks

focus or is off-task.Reading/Research Demonstrates weak use of reading

material to develop argument.Controlling Idea Establishes a claim and attempts to

support an argument but is not convincing; (L2) Attempts to acknowledge competing arguments.

Development Reasoning is not clear; examples or explanations are weak or irrelevant. (L3) Connection is weak or not relevant.

Organization Provides a weak text structure; composition is confusing.

Conventions Demonstrates a weak command of standard English conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.

Teacher Work Section What now, what next?

Teacher thoughts. Provide thoughts and ideas after teaching the module to different students in different classes.

Possible variations. Add ideas for spin-offs or extensions to the module.

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