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Sleep Unit . Text Two “Turn Off, Tune Out, Turn In” By Marissa Lang. Overarching Questions. What are the authors’ points of view about sleep? What are characteristics of an effective argument? How do the authors organize their arguments and support them with evidence from credible sources?.
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Sleep Unit Text Two “Turn Off, Tune Out, Turn In” By Marissa Lang
Overarching Questions • What are the authors’ points of view about sleep? • What are characteristics of an effective argument? • How do the authors organize their arguments and support them with evidence from credible sources?
2.1 Comprehension: Ask yourself these questions as you read. • In “Turn Off, Tune Out, Turn In,” what is the author’s point of view, argument? • What is the author’s CLAIM? Underline it in the text and label it (Author’s claim) • What are the author’s reasons? • What are the clear reasons stated in the text that the showing that the author believes this? Highlight them in your text and label (reason for author’s claim #1, reason for author’s claim #2, etc.) • What evidence supports these reasons? • What evidence can you find in the text that supports the author’s reasons for the claim? Underline what you find and label (evidence for author’s claim #1, evidence for author’s claim #2, etc)
Sharing 2.1 Comprehension • Share your ideas with a partner and discuss disagreements. We will come together in a few minutes and share as a class. • The class will agree upon what the author’s argument is. Copy this chart into your journal. We will fill this in as a class.
Individual Step Back Compose a quick write in your Interactive Notebook/Journal in response to the following questions: • What did you learn about sleep from this text? Example answer: After reading “Homeroom Zombies” I learned that… • What did you do as a reader and writer to analyze Lang’s argument? Example answer: As a reader I analyzed Lang’s argument by….As a writer I analyzed Lang’s argument by…
Whole Group Step Back • Share your responses with the group. Review your earlier thinking about how you should read and write about arguments. Adjust your ideas when needed, or add to your knowledge.
2.2 Vocabulary You have already read this text once for its argument, reasons, and evidence. Today, you will be reading the text to help you better understand points of view on sleep by considering challenging vocabulary in the text. • Take a second look at your “Sleep Word Wall” • Re-read the text to identify and determine the meaning of words or phrases with which you are unfamiliar. You may circle any challenging words as you read. • After we discuss vocabulary as a group, you will use the vocabulary graphic organizer to complete this activity.
Step Back • Let’s discuss! • Complete the graphic organizer as a table group. • What part of the visual organizer was easiest to complete? Which part was the most difficult? Why? • What did you do and think about to complete each part of the visual organizer? • What did you learn about effective methods for determining the meaning of unknown words?
2.3 Thinking Across Texts You will be comparing the reasons and evidence used in “Homeroom Zombies” to the reasons and evidence in “Turn Off, Tune Out, Turn In” to help you understand how authors use reasons and evidence from credible sources to strengthen their arguments. • What are credible sources?
2.3 Thinking Across Texts • With a partner, add the word “source” to the third column in your Analyzing Arguments charts (on both authors). Determine the source for each piece of evidence you charted in previous lessons. Fill in your chart with what you found. • Be ready to share with the class. • Answer the following question in your interactive notebook/journal: What reasons and evidence from credible sources does Lang use that Epstein doesn’t? Be very specific here, using names and titles when necessary.
2.3 Individual Work Answer the following questions in your interactive notebook/journal. Use complete sentences. • Which article do you find more effective in providing reasons and evidence from credible sources? • What makes you say so? (Be specific) • How could the article that you evaluated as less effective be revised to be more effective? (Be specific here- Make a list before turning it in to a complete answer in sentence format)
2.4 Author’s Methods: Structure You will analyze how Epstein and Lang structure their arguments. In other words, how do the paragraphs in the text contribute to the development of their arguments? What are some text structures that you already know?
2.4 Author’s Methods: Structure You have been zooming in on the reasons and evidence; now you’re going to zoom out to look at the big picture, examining how each paragraph fits into the overall structure of the text. Keep the following questions in mind as you complete the task. Copy them into your journal. • How do the authors, Epstein and Lang, convey their points of view about sleep from the beginning to the end of their articles? • What characteristics of an effective argument does each article illustrate? • How does this sentence found on line 37 of Lang’s text, “The problem, experts estimate, has only worsened since then,” fit into the overall structure of the text?
Text Structure: “Homeroom Zombies” • Create this chart in your notebook/journal. • Read the first paragraph of “Homeroom Zombies.” • In the chart, write a sentence that gives the big idea of the paragraph. • In the second column, write what the paragraph does to develop the argument. • Continue adding to the chart until all paragraphs have been read and analyzed.
Zoom Out…. Look across all the information on the chart you just completed and and answer the following questions: • How does Epstein convey his point of view about sleep from the beginning to the end of this article? *Use the example below to help you get started. • What characteristics of an effective essay does this text illustrate? *Refer to our ideas about what makes an effective argument.
Text Structure: “Turn Off, Tune Out, Turn In” • Create this chart in your notebook/journal. • Read the first paragraph of “Turn Off, Tune Out, Turn In.” • In the chart, write a sentence that gives the big idea of the paragraph. • In the second column, write what the paragraph does to develop the argument. • Continue adding to the chart until all paragraphs have been read and analyzed.
Whole Group Share Sometimes authors use phrases or sentences as markers to indicate an important idea. Lang does this in line 37 of her text when she says, “The problem, experts estimate, has only worsened since then.” • How does this sentence found on line 37 of Lang’s text fit into the overall structure of the text? (You will need to think about the text structures we talked about and use your chart if need be)
Partner Share Work with a partner to answer the following questions. Write your answers in your interactive notebook/journal. • How does Lang convey her point of view about sleep from the beginning to the end of her article? *Hint: Use the graphic (with the rectangles and arrows that we used earlier) • What characteristics of an effective argument does this text illustrate? *Refer to previously done chart on “What Makes an Effective Argument”
Individual Step Back Compose a quick write in your notebook/journal in response to the following questions. • What did we do and think about to analyze how paragraphs of a text contribute to an author’s argument? • What did you learn through the process? (Be specific, giving examples if needed) • How will that knowledge help you as you read texts and write your own argument in the future? *Think about specific things that you will do differently as a reader/writer.
