Maggie Sutton Ninth Grade English Unit Title: Idea Exploration and Innovation Unit Length: Twelve 90-Minute Periods

Maggie Sutton
Ninth Grade English

Unit Title: Idea Exploration and Innovation
Unit Length: Twelve 90-minute periods
Teacher/Class: Sutton/English 9
Unit Title: Idea Exploration and Innovation
Unit Length: 12 Periods
Lesson Length: 90 minutes
Week 1
Topic:
Text:
Alabama CCRS Standards
Essential Questions:
How can I use literary text to support my own ideas?
How do I use information discovered through research?
How do I persuade others to agree with my ideas?
Monday
Intro to unit, nonfiction, annotation
A Prom Divided
Wednesday
Socratic Seminars
A Prom Divided
Friday
Intro to Sci-Fi, Dystopia
Harrison Bergeron
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text. [RI.9-10.2]
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them. [RI.9-10.3]
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.910.5]
Determine an author's point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. [RI.9-10.6]
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements
and fallacious reasoning. [RI.9-10.8]
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners onGrade 9 topics, texts, and issues,
building on others' ideas and expressing their own clearly and persuasively. [SL.9-10.1]
Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. [SL.9-10.3]
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. (See Grade 9 Language standards 36 and 38 for
specific expectations.) [SL.9-10.6]
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.9-10.1]
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is shaped and refined by specific
details; provide an objective summary of the text. [RL.9-10.2]
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices
on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). [RL.9-10.4]
Learning Objectives:
Intro/Do Now:
Mini Lesson/I Do:
Students will be able to annotate a non-fiction

article.
Students will be able to pull out a non-fiction
articles main idea and supporting details.
Students complete Anticipation Guide,
answering true or false for controversial
statements regarding segregation, race
relations, etc.
Introduce A Prom Divided background info.
The text is non-fiction, which means it is all true.
Give information about the setting (Montgomery
Students will be able to make claims and support

them with evidence.
Students will be able to participate in a respectful
discussion about a current issue with classmates.
View video: https://www.youtube.com/watch?
v=bjGLECNnxKE
Students discuss and connect to the parents
attitudes in A Prom Divided
Introduce Socratic Seminar procedures, sentence
starters and participation sheet (all borrowed from
NWABR.org). Review them carefully and explain
Students will be able to identify elements of

science fiction.
Students will be able to identify elements of a
dystopia in Harrison Bergeron.
Anticipation Guide: Students will answer
true/false to controversial statements about
handicaps, disabilities, etc.
Introduce elements of science fiction and
dystopias:
-Usually takes place in the future
County, GA) including its population and size.
how each student will be held to these standards.

Anyone not participating according to these
expectations will receive a low grade for todays
activity.
Students participate in Socratic Seminar
discussion to determine who is at fault for the
segregated proms. Students use sentence
starters to help them continue the conversation.
Ms. Sutton will avoid contributing unless
absolutely necessary. Instead, she will take notes
on the grading sheet to record student
participation.
Students fill out peer evaluation sheet about their
partners participation in the Socratic Seminar.
-Has elements of science and technology

-Plots might include the world after a terrible
event
Guided Practice/We Do:
Read A Prom Divided together. Together,

using annotation guidelines, students annotate
important points in the article that relate to the
schools controversial prom tradition.
Independent Practice/You
Do:
Students fill out graphic organizer identifying the

articles main idea and the specific details the
author includes that support it.
Closure:
Together, we discuss authors purpose: what is

the author hoping to accomplish by writing this
article? By examining the types of details the
author includes, can we assume what the
author believes about this issue?
Annotations and graphic organizer will be used
as formative assessment.
Preferential seating; example annotation guide;
graphic organizer; extra time on assignments
None
We discuss: Which side made the best points

today? What evidence did they use to support
their arguments?
Technology:
Promethean Board, PowerPoint, Document

viewer
Promethean Board, YouTube, PowerPoint
Week 2
Topic:
Text:
Tuesday
Thursday
Irony, themes
Themes
Harrison Bergeron
Harrison Bergeron
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RL.910.1]
Determine a theme or central idea of a text and analyze in detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text. [RL.9-10.2]
Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the
cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a
formal or informal tone). [RL.9-10.4]
Students will be able to explain the irony in Harrison Bergeron.
Students will use their knowledge of themes from Harrison Bergeron to
Students will be able to identify themes of Harrison Bergeron.
create their own handicap.
Quickwrite: Do you think everyone should be treated equally or should we Quickwrite: If you lived in Harrisons world, what type of handicap might
celebrate our differences?
you be given? Why?
Review beginning of Harrison Bergeron and discuss the governments
Review themes of Harrison Bergeron: the government is attempting to
Assessment:
Differentiation:
Homework:
Intro/Do Now:
Mini Lesson/I Do:
Socratic Seminar participation rubrics will serve

as formative assessment.
Socratic Seminar sentence starters, preferential
seating, graphic organizer to record thoughts
None
Read through Harrison Bergeron together. As

we read, students identify elements of science
fiction and dystopias using a graphic organizer.
Students complete guided notes questions

about the conflict in the text. What is the
government hoping to accomplish with their use
of handicaps?
Students share their ideas about the
governments motives. Have students speculate
how they would react if they were given a
handicap.
Guided reading notes and graphic organizers
will be used as formative assessment.
Preferential seating, graphic organizer, extra
time on assignments
Have students finish reading Harrison
Bergeron
Promethean Board, PowerPoint
motives in creating handicaps.
Do:
Closure:
Assessment:
Differentiation:
Homework:
Technology:
Week 3
Topic:
Text:
Review and model dialectical journal expectations: as we finish reading

the text, students should identify textual evidence that describes the
handicap itself, its intended purpose, and its actual purpose. Model this
with one of Harrisons fathers handicap so students can see what is
expected.
Students complete dialectical journal for the ballerinas and Harrisons
handicaps. Students may work in collaborative pairs to complete this
activity. After, students compare columns 2 and 3: are the consequences
of the handicaps what the government intended? Why or why not? What
theme do we think Kurt Vonnegut is attempting to express?
Have students discuss the end of the text. What is the irony here? Is the
ending what one might expect? What lesson or theme do we learn about
the futility of standing up to the government?
Quickwrite and dialectical journals will be used as formative assessment.
Preferential seating, purposeful grouping, extended time to complete
assignment
None
Promethean Board, PowerPoint
Monday
Intro to research
Harrison Bergeron, non-fiction articles
make everyone equal by handicapping individuals with certain strengths

or talents. However, we know that the handicaps backfire: they actually
make those individuals stronger. Review assignment: students will create
their own handicap and present to their classmates.
Review rubric for this mini-project. Model the expectations for the project
by showing them a handicap I have designed (hand vices so that I cannot
write).
Students use in-class materials to create their own handicaps. A template
will help lead those students who may struggle with this assignment in the
right direction by asking a series of questions (What are you good at?
What do you need to be able to use in order to perform that activity?) to
help them guide their thinking.
Students present their handicaps to their classmates.
Handicap mini-project will be used as summative assessment, indicating
their level of understanding of the themes of Harrison Bergeron.
Graphic organizer, teacher assistance, extended time to complete
assignment
None
Promethean Board, PowerPoint, Document viewer
Wednesday
Research and citations
Friday
Research and citations
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. [RI.9-10.1]
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an
objective summary of the text. [RI.9-10.2]
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the
connections that are drawn between them. [RI.9-10.3]
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word
choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper). [RI.9-10.4]
Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). [RI.910.5]
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
Write informative or explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and
analysis of content. [W.9-10.2]
Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience. (Grade-specific expectations for writing
types are defined in standards 20-22 above.) [W.9-10.4]
Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when
appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation. [W.9-10.7]
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]
Intro/Do Now:
Mini Lesson/I Do:
Do:
Closure:
Assessment:
Differentiation:
Homework:
Technology:
Week 4
Topic:
Text:
Students will be able to practice basic research

strategies.
Students will be able to outline information for a
research project.
Survey: On a scale from 1-10, students rate
their comfort level for a variety of tasks:
research, writing citations, formatting works
cited, etc.
Introduce the mini-research project and rubric.
Students will use non-fiction articles chosen for
them to research and write about historical
examples of when governments attempted to
control citizens and the result. They will cite
these articles on a works cited page.
Together, we will begin filling out a graphic
outline to help students pull relevant information
from the provided non-fiction article links.
Students will pull the main ideas, supporting
details and the result of the governments
attempts.
Students will complete their graphic outlines
individually.
Students will check in with Ms. Sutton so she
can ascertain their progress. Students lagging
behind/having difficulty may have to finish their
outlines at home after a brief conference with
Ms. Sutton.
Outlines will be used as formative assessment.
Use of graphic organizer, strategic placement in
the computer lab, extended time to complete
assignment.
Complete graphic outline if necessary.
Computer lab
Students will be able to cite articles used for

research.
Students will be able to format a works cited
page according to MLA guidelines.
Jot list: Students respond to the prompt What
pieces of information do you think might be
important to include when citing research?
Students share ideas out loud. Teacher writes
down their ideas as they share out.
Introduce MLA formatting handout. Go through
examples step-by-step to show students how to
properly cite an article for their Works Cited
page.
Students will be able to apply formatting rules to

their own writing.
Ms. Sutton provides a sample article for

students. Together on the Promethean Board,
we create a sample citation for a sample Works
Cited page.
Using the Promethean Board, model for

students how to change and manipulate these
elements.
Students create their own Works Cited pages on

the computer. Ms. Sutton will walk the room to
assist if needed.
Quick quiz: Which example is cited correctly?
Students write their research paper and practice

formatting it properly. Ms. Sutton will walk the
room and provide assistance.
Exit ticket: How comfortable do you feel with
MLA formatting? Why? Remind students
research article is due at the beginning of the
next class period.
Quick Quiz will serve as formative assessment.

Handout in large font, strategic placement,
extended time to complete assignment
Exit ticket will serve as formative assessment.

Handout in large font, strategic placement,
extended time to complete assignment
Complete Works Cited page if necessary.

Computer lab, Purdue OWL website
Complete research paper if necessary.

Computer lab, Purdue OWL website
Tuesday
Intro to Persuasion
Persuasive articles from Teen Ink (website):
Plastic Surgery: An Ugly Trend
http://www.teenink.com/opinion/all/article/65000/Plastic-Surgery-An-UglyTrend/
Luv 2 Txt
http://www.teenink.com/opinion/all/article/78701/Luv-2-Txt/
Teens and Peer Pressure
http://www.teenink.com/opinion/all/article/10563/Teens-And-Peer-
Citation practice: Students view several citations

on the board. Each is missing a crucial piece of
information. Students identify the error and what
is needed to correct it.
Re-visit MLA formatting handout. Point out the
actual papers format: margins, font, font size,
indentions, etc.
Thursday
Persuasive proposal writing
Persuasive articles from Teen Ink (website):
Plastic Surgery: An Ugly Trend
http://www.teenink.com/opinion/all/article/65000/Plastic-Surgery-An-UglyTrend/
Luv 2 Txt
http://www.teenink.com/opinion/all/article/78701/Luv-2-Txt/
Teens and Peer Pressure
http://www.teenink.com/opinion/all/article/10563/Teens-And-Peer-
Pressure/
Celebrities and Their Influence
http://www.teenink.com/opinion/entertainment_celebrities/article/82342/
Celebrities-and-Their-Influence/
Pressure/
Celebrities and Their Influence
http://www.teenink.com/opinion/entertainment_celebrities/article/82342/
Celebrities-and-Their-Influence/
Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. [W.9-10.1]
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-9.) [W.9-10.5]
Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the
research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. [W.9-10.8]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]
Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when
reading or listening. [L.9-10.3]
Intro/Do Now:
Mini Lesson/I Do:
Students will be able to identify persuasive elements in a persuasive

article.
Students will be able to evaluate persuasive elements to determine which
is the most persuasive.
Evaluation practice: Students read two different sample paragraphs.
Students choose which is more convincing and, on a sticky note, jot down
a few reasons why.
Introduce persuasion, its purpose, and persuasive elements (facts,
statistics, quotes from experts, examples). Students use guided notes to
take notes on important points.
Homework:
Using a sample paragraph from a Teen Ink article, Ms. Sutton models
identifying persuasive elements. Students should help Ms. Sutton identify
elements within the paragraph.
Students break into affinity groups depending on which Teen Ink article
they want to read. Within their groups, students read through the articles
and underline persuasive elements used by the authors. Ms. Sutton will
walk the room to listen to group discussions and answer questions if
necessary.
Class discussion: Which persuasive element seems most convincing?
Why? Can you think of examples where you have used one, some, or all
of these elements in your real life?
Article annotations and class discussion will be used as formative
assessment.
Guided notes with written examples of persuasive elements, preferential
seating, purposeful grouping, teacher assistance, extended time to
complete the assignment, shortened versions of articles
None
Technology:
Promethean Board, PowerPoint, document viewer
Do:
Closure:
Assessment:
Differentiation:
Students will be able to brainstorm ideas for their own persuasive

proposal.
Quickwrite: What is something about Carver that you wish you would
change? How would you change it?
Review persuasive proposal rubric for the written proposal and oral
presentation. Review each rubric point by point and allow students to ask
questions to make sure that they fully understand. Emphasize the fact that
this is the final project of the year and it is imperative that students do well.
Ms. Sutton models using the graphic organizer on the Promethean Board.
Use a think-aloud to model the process of filling out the graphic organizer
and brainstorming how the proposed change will affect students at Carver.
Students work with a partner to brainstorm and fill out their own graphic
organizers. Ms. Sutton will walk the room to assist if necessary.
Survey: Students rate themselves in several categories: comfort level,

excitement about this project, confusion, confidence in their idea, etc.
Graphic organizers and surveys will be used as formative assessment.
Exemplar graphic organizer provided for students to look at, purposeful
grouping, preferential seating, extended time to complete assignment
Complete graphic organizer, if necessary.
Begin drafting proposals.
Promethean Board
Week 5
Topic:
Text:
Monday
N/A
Wednesday
N/A
Friday
Presentations
N/A
Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific
purpose and audience. (Editing for conventions should demonstrate command of the first three standards in the Language strand in Grades K-9.) [W.9-10.5]
Demonstrate command of the conventions of Standard English grammar and usage when writing or speaking. [L.9-10.1]
Demonstrate command of the conventions of Standard English capitalization, punctuation, and spelling when writing. [L.9-10.2]
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development,
substance, and style are appropriate to purpose, audience, and task. [SL.9-10.4]
Intro/Do Now:
Mini Lesson/I Do:
Do:
Closure:
Assessment:
Differentiation:
Homework:
Technology:
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate. [SL.9-10.6]
Students will be able to draft persuasive
Students will be able to revise and edit
Students will be able to present persuasive
proposals.
persuasive proposals.
proposals.
Students will be able begin revising and editing
Students will be able to prepare a final draft of
Students will be able to evaluate classmates
persuasive proposals.
their persuasive proposals to present.
presentations.
Self-evaluation: Students assess their own
Quickwrite: How prepared do you feel to present Students practice presenting proposals with a
progress on the proposal project. Students
your project? What do you have left to
partner for 5 minutes.
identify what they will complete by the end of
complete? What is one way Ms. Sutton can help
class today.
you?
Review rubric guidelines: proposals should be
Review editing symbols. Students should
Review peer presentation evaluation sheet.
1-2 pages in length. Today, students should take thoroughly check their proposals for our target
Students will provide feedback to help their
their ideas from the graphic organizer and begin errors: sentence fragments, run-ons, subjectpeers become better presenters.
drafting the actual proposal.
verb agreement, and possession errors (adding
apostrophe and S).
Ms. Sutton models taking ideas from the
As a group, we practice correcting sample
None.
exemplar graphic organizer and writing the
sentences with focus errors (sentence
ideas in paragraph form on the Promethean
fragments, run-ons, subject-verb agreement,
Board. Students contribute ideas and help Ms.
and possession errors.
Sutton draft a paragraph.
Students draft their persuasive proposals on the Students practice self or peer editing their
Students present their proposals to the class.
computer. Ms. Sutton assists with questions if
proposals. Ms. Sutton will assist those students
necessary.
who struggle.
Students complete Progress Report sticky note
Students should transcribe their edited
Discussion: What are our reflections on this
to give to Ms. Sutton.
proposals onto a fresh sheet of paper as their
unit? Do we feel better prepared to support and
final draft by the end of class.
share our original ideas? What did we like or
dislike about this unit?
Sticky notes will be used as formative
Final drafts will be used as summative
Presentations will be used as summative
assessment.
assessment.
assessment.
Exemplar proposal draft for students to look at,
Example edited sentences, preferential seating,
Shortened assignment (students complete fewer
preferential seating, extra time to complete
teacher assistance on assignment, extra time to peer evaluations), preferential seating
assignment.
complete assignment.
Complete draft if necessary.
Complete final draft, if necessary.
None.
Promethean Board, computer
Promethean Board, computers
Promethean Board
A Prom Divided
by Sara Corbett
(1) About now, high-school seniors everywhere slip into a glorious sort of limbo. Waiting out the final weeks of the school
year, they begin rightfully to revel in the shared thrill of moving on. It is no different in south-central Georgias Montgomery
County, made up of a few small towns set between fields of wire grass and sweet onion. The music is turned up. Homework
languishes. The future looms large. But for the 54 students in the class of 2009 at Montgomery County High School, so, too,
does the past. On May 1 a balmy Friday evening the white students held their senior prom. And the following night a
balmy Saturday the black students had theirs.
(2) Racially segregated proms have been held in Montgomery County where about two-thirds of the population is white
almost every year since its schools were integrated in 1971. Such proms are, by many accounts, longstanding traditions in
towns across the rural South, though in recent years a number of communities have successfully pushed for change. When
the actor Morgan Freeman offered to pay for last years first-of-its-kind integrated prom at Charleston High School in
Mississippi, his home state, the idea was quickly embraced by students and rejected by a group of white parents, who
held a competing private prom. (The effort is the subject of a documentary, Prom Night in Mississippi, which will be shown
on HBO in July.) The senior proms held by Montgomery County High School students referred to by many students as
the black-folks prom and the white-folks prom are organized outside school through student committees with the help
of parents. All students are welcome at the black prom, though generally few if any white students show up. The white prom,
students say, remains governed by a largely unspoken set of rules about who may come. Black members of the student
council say they have asked school administrators about holding a single school-sponsored prom, but that, along with efforts
to collaborate with white prom planners, has failed. According to Timothy Wiggs, the outgoing student council president and
one of 21 black students graduating this year, We just never get anywhere with it. Principal Luke Smith says the school has
no plans to sponsor a prom, noting that when it did so in 1995, attendance was poor.
(3) Students of both races say that interracial friendships are common at Montgomery County High School. Black and
white students also date one another, though often out of sight of judgmental parents. Most of the students do want to have
a prom together, says Terra Fountain, a white 18-year-old who graduated from Montgomery County High School last year
and is now living with her black boyfriend. But its the white parents who say no. Theyre like, if youre going with the black
people, Im not going to pay for it.
(4) Its awkward, acknowledges JonPaul Edge, a senior who is white. I have as many black friends as I do white friends.
We do everything else together. We hang out. We play sports together. We go to class together. I dont think anybody at our
school is racist. Trying to explain the continued existence of segregated proms, Edge falls back on the same reasoning
offered by a number of white students and their parents. Its how its always been, he says. Its just a tradition.
(5) Earlier this month, on the Friday night of the white prom, Kera Nobles, a senior who is black, and six of her black
classmates drove over to the local community center where it was being held. Standing amid a crowd of about 80 parents,
siblings and grandparents, they snapped pictures and whooped appreciatively as their white friends blow-dried,
boutonniered and glittering in a way that only high-school seniors can did their senior walk, parading in elegant pairs into
the prom. We got stared at a little, being there, said one black student, but it wasnt too bad.
(6) After the last couple were announced, after they watched the white peoples father-daughter dance and then, along
with the other bystanders, were ushered by chaperones out the door, Kera and her friends piled into a nearby KFC to eat.
Whatever elation they felt for their dressed-up classmates was quickly wearing off.
(7) My best friend is white, said one senior girl, a little glumly. Shes in there. Shes real cool, but I dont understand. If
they can be in there, why cant everybody else?
(8) The seven teenagers a mix of girls and boys slowly worked their way through two buckets of fried chicken. They
cracked jokes about the white peoples prom (I feel bad for them! Their prom is lame!). They puzzled merrily over white
girls devotion both to tanning beds (You dont like black people, but youre working your hardest to get as brown as I am!)
and also to the very boys who were excluded from the dance (Half of those girls, when they get home, theyre gonna text a
black boy). They mused about whether white parents really believed that by keeping black people out of the prom, it would
keep them out of their childrens lives (You think there arent going to be black boys at college?). And finally, more somberly,
they questioned their white friends professed helplessness in the face of their parents prejudice (Youre 18 years old! Youre
old enough to smoke, drive, do whatever else you want to. Why arent you able to step up and say, I want to have my senior
prom with the people Im graduating with?).
(9) It was getting late now. KFC was closing. Another black teenager was mopping the floor nearby. A couple of the boys
mentioned they had to wash their cars in the morning. Kera had an early hair appointment. The next night, they would dress
up and dance raucously for four hours before tumbling back outside, one step closer to graduating. In the meantime, a girl
named Angel checked her cellphone to see if any of the white kids had texted from inside their prom. They hadnt. Angel
shrugged. I really dont understand, she said. Because Im thinking that these people love me and I love them, but I dont
know. Tonights a different story.
Name: __________________________________
Ms. Sutton/English/March 16-17
Do Now: Anticipation Guide Answer True or False for the following questions.
You should always listen to your parents, even if they might be wrong.
Its important for people to meet people different from them.
Its natural for people to hang out with those similar to them.
Schools must allow different people to interact with each other.
We are drawn to people who have the same lifestyles as us.
Children learn how to behave by following their parents.
T
T
T
T
T
T
F
F
F
F
F
F
A Prom Divided Background Information

1. The setting of A Prom Divided is _________________________________________________________.
2. The countys population is ________________________________________. Of this population, the
percentage of white residents is _____________________ and black residents is _____________________.
3. ________________________ percentage of the population is under the poverty line.
4. The major industry here is _______________________________________________________________.
5. Based on this information, I predict that this article will be about:
Vocabulary
Limbo: An uncertain period of waiting
Revel: lively and noisy enjoyment or celebration
Languish: to be abandoned or forgotten
Looms: to appear or stand over threateningly
Collaborate: To work together with another person
Boutonniere: A small flower pinned to the front of a mans suit
Elation: Excitement, thrill
Somber: Gloomy or grim
Raucously: harshly, noisily or loudly
Study Questions
1. What is the main conflict in A Prom Divided?
2. What is the irony the black students point out?
3. Who do the black students seem to blame: the white students, the white parents, or both?
Main Idea: What the article is mostly about.
Supporting detail/evidence #1
I think the authors purpose in writing this article is

I think the author wants the audience to think
I think the author thinks/feels about this issue
I think the author thinks/feels this way because
I think/feel about this issue
Socratic Seminar Sentence Starters

Use these sentence frames to stimulate your thinking about the article A Prom Divided.
Agreeing Statements
Use when: You agree with something someone else has said.
I agree with ___________________ because
I would like to add to ______________s point and say that
There is evidence for what ____________ is saying in paragraph ______. Let me read it for
you.
Disagreeing Statements
Use when: You disagree with something someone else has said.
________________ and I interpreted things differently. What I think is
________________ made a good point, but I see it differently. The way I see it is
Thats an interesting point ________________, but I have a different opinion. I think
Another point of view could be
Questioning Statements
Use when: You have a question or want to introduce a new idea.
Why do you think that, _________________?
Do you think
Do you agree/disagree that
Do you think that the important idea is
What puzzles or confuses me is
What does it mean when the author says
Is it right that
Could it be that
Clarifying Questions
Use when: You need help understanding something someone else has said.
I think I understand what you are saying, _______________. Can you explain a little bit more?
What part of the article makes you say that?
Can you give us more details?
Dont you think this is similar to
How does this relate to what ______________ said?
Can you clarify what you mean by that?
Handout courtesy of: https://www.nwabr.org/sites/default/files/SocSem.pdf
Socratic Seminar Partner Evaluation

Name of person you are observing ______________________________________________________________________
Your name _________________________________________________________________________________________
Article Name __________________________________________________________________
1) Record a check for each time your partner contributed in a meaningful way: ____ ____ ____ ____ ____
2) On a scale of 1-5, with 5 being the highest, how well did your partner do at the following?
_____ Analysis and Reasoning
Did your partner.
Cite reasons and evidence for his/her statements with support from the text?
Demonstrate that they had given thoughtful consideration to the topic?
Provide relevant and insightful comments?
Demonstrate organized thinking?
Move the discussion to a deeper level?
Notes/Comments:
_____ Discussion Skills

Did your partner
Speak loudly and clearly?
Stay on topic?
Talk directly to other students rather than the teacher?
Stay focused on the discussion?
Invite other people into the discussion?
Share air time equally with others (didnt talk more than was fair to others)?
Notes/Comments:
_____ Civility
Did your partner
Listen to others respectfully?
Enter the discussion in a polite manner?
Avoid inappropriate language (slang, swearing)?
Avoid hostile exchanges?
Question others in a civil manner?
Notes/Comments:
Handout courtesy of: https://www.nwabr.org/sites/default/files/SocSem.pdf
Questions for Socratic Seminar:

Who do you think is MORE to blame for the segregated proms the
students or the parents? Why?
Should the school be forced to host a single integrated prom? Why or why
not?
Is the principal of the school being genuine or lying when he says the
reason why the school doesnt host prom is because of attendance? Why
do you think that?
What benefits might come from there being a single prom? Can you think of
any negative consequences?
Could there be any positive reasons for students holding separate proms, or
only negative ones? Explain.
What advice would you give the white students if they were going to stand
up to their parents?
Knowing how the parents might react, should the white and black students
reveal that they are dating each other? Why or why not?
If you went to Montgomery County High School, what steps would you take
to try to fix the segregated proms?
Harrison Bergeron
by Kurt Vonnegut
The year was 2081, and everybody was finally equal. They weren't only equal before God and the law.
They were equal every which way. Nobody was smarter than anybody else. Nobody was better looking
than anybody else. Nobody was stronger or quicker than anybody else. All this equality was due to the
211th, 212th, and 213th Amendments to the Constitution, and to the unceasing vigilance of agents of the
United States Handicapper General.
Some things about living still weren't quite right, though. April for instance, still drove people crazy by
not being springtime. And it was in that clammy month that the H-G men took George and Hazel
Bergeron's fourteen-year-old son, Harrison, away.
It was tragic, all right, but George and Hazel couldn't think about it very hard. Hazel had a perfectly
average intelligence, which meant she couldn't think about anything except in short bursts. And George,
while his intelligence was way above normal, had a little mental handicap radio in his ear. He was required
by law to wear it at all times. It was tuned to a government transmitter. Every twenty seconds or so, the
transmitter would send out some sharp noise to keep people like George from taking unfair advantage of
their brains.
George and Hazel were watching television. There were tears on Hazel's cheeks, but she'd forgotten
for the moment what they were about.
On the television screen were ballerinas.
A buzzer sounded in George's head. His thoughts fled in panic, like bandits from a burglar alarm.
"That was a real pretty dance, that dance they just did," said Hazel.
"Huh" said George.
"That dance-it was nice," said Hazel.
"Yup," said George. He tried to think a little about the ballerinas. They weren't really very good-no
better than anybody else would have been, anyway. They were burdened with sashweights and bags of
birdshot, and their faces were masked, so that no one, seeing a free and graceful gesture or a pretty face,
would feel like something the cat drug in. George was toying with the vague notion that maybe dancers
shouldn't be handicapped. But he didn't get very far with it before another noise in his ear radio scattered
his thoughts.
George winced. So did two out of the eight ballerinas.
Hazel saw him wince. Having no mental handicap herself, she had to ask George what the latest sound
had been.
"Sounded like somebody hitting a milk bottle with a ball peen hammer," said George.
"I'd think it would be real interesting, hearing all the different sounds," said Hazel a little envious. "All
the things they think up."
"Um," said George.
"Only, if I was Handicapper General, you know what I would do?" said Hazel. Hazel, as a matter of fact,
bore a strong resemblance to the Handicapper General, a woman named Diana Moon Glampers. "If I was
Diana Moon Glampers," said Hazel, "I'd have chimes on Sunday-just chimes. Kind of in honor of religion."
"I could think, if it was just chimes," said George.
"Well-maybe make 'em real loud," said Hazel. "I think I'd make a good Handicapper General."
"Good as anybody else," said George.
"Who knows better then I do what normal is?" said Hazel.
"Right," said George. He began to think glimmeringly about his abnormal son who was now in jail,
about Harrison, but a twenty-one-gun salute in his head stopped that.
"Boy!" said Hazel, "that was a doozy, wasn't it?"
It was such a doozy that George was white and trembling, and tears stood on the rims of his red eyes.
Two of the eight ballerinas had collapsed to the studio floor, were holding their temples.
"All of a sudden you look so tired," said Hazel. "Why don't you stretch out on the sofa, so's you can rest
your handicap bag on the pillows, honeybunch." She was referring to the forty-seven pounds of birdshot in
a canvas bag, which was padlocked around George's neck. "Go on and rest the bag for a little while," she
said. "I don't care if you're not equal to me for a while."
George weighed the bag with his hands. "I don't mind it," he said. "I don't notice it any more. It's just a
part of me."
"You been so tired lately-kind of wore out," said Hazel. "If there was just some way we could make a
little hole in the bottom of the bag, and just take out a few of them lead balls. Just a few."
"Two years in prison and two thousand dollars fine for every ball I took out," said George. "I don't call
that a bargain."
"If you could just take a few out when you came home from work," said Hazel. "I mean-you don't
compete with anybody around here. You just set around."
"If I tried to get away with it," said George, "then other people'd get away with it-and pretty soon we'd
be right back to the dark ages again, with everybody competing against everybody else. You wouldn't like
that, would you?"
"I'd hate it," said Hazel.
"There you are," said George. The minute people start cheating on laws, what do you think happens to
society?"
If Hazel hadn't been able to come up with an answer to this question, George couldn't have supplied
one. A siren was going off in his head.
"Reckon it'd fall all apart," said Hazel.
"What would?" said George blankly.
"Society," said Hazel uncertainly. "Wasn't that what you just said?
"Who knows?" said George.
The television program was suddenly interrupted for a news bulletin. It wasn't clear at first as to what
the bulletin was about, since the announcer, like all announcers, had a serious speech impediment. For
about half a minute, and in a state of high excitement, the announcer tried to say, "Ladies and
Gentlemen."
He finally gave up, handed the bulletin to a ballerina to read.
"That's all right-" Hazel said of the announcer, "he tried. That's the big thing. He tried to do the best he
could with what God gave him. He should get a nice raise for trying so hard."
"Ladies and Gentlemen," said the ballerina, reading the bulletin. She must have been extraordinarily
beautiful, because the mask she wore was hideous. And it was easy to see that she was the strongest and
most graceful of all the dancers, for her handicap bags were as big as those worn by two-hundred pound
men.
And she had to apologize at once for her voice, which was a very unfair voice for a woman to use. Her
voice was a warm, luminous, timeless melody. "Excuse me-" she said, and she began again, making her
voice absolutely uncompetitive.
"Harrison Bergeron, age fourteen," she said in a grackle squawk, "has just escaped from jail, where he
was held on suspicion of plotting to overthrow the government. He is a genius and an athlete, is underhandicapped, and should be regarded as extremely dangerous."
A police photograph of Harrison Bergeron was flashed on the screen-upside down, then sideways,
upside down again, then right side up. The picture showed the full length of Harrison against a background
calibrated in feet and inches. He was exactly seven feet tall.
The rest of Harrison's appearance was Halloween and hardware. Nobody had ever born heavier
handicaps. He had outgrown hindrances faster than the H-G men could think them up. Instead of a little
ear radio for a mental handicap, he wore a tremendous pair of earphones, and spectacles with thick wavy
lenses. The spectacles were intended to make him not only half blind, but to give him whanging
headaches besides.
Scrap metal was hung all over him. Ordinarily, there was a certain symmetry, a military neatness to
the handicaps issued to strong people, but Harrison looked like a walking junkyard. In the race of life,
Harrison carried three hundred pounds.
And to offset his good looks, the H-G men required that he wear at all times a red rubber ball for a
nose, keep his eyebrows shaved off, and cover his even white teeth with black caps at snaggle-tooth
random.
"If you see this boy," said the ballerina, "do not - I repeat, do not - try to reason with him."
There was the shriek of a door being torn from its hinges.
Screams and barking cries of consternation came from the television set. The photograph of Harrison
Bergeron on the screen jumped again and again, as though dancing to the tune of an earthquake.
George Bergeron correctly identified the earthquake, and well he might have - for many was the time
his own home had danced to the same crashing tune. "My God-" said George, "that must be Harrison!"
The realization was blasted from his mind instantly by the sound of an automobile collision in his head.
When George could open his eyes again, the photograph of Harrison was gone. A living, breathing
Harrison filled the screen.
Clanking, clownish, and huge, Harrison stood - in the center of the studio. The knob of the uprooted
studio door was still in his hand. Ballerinas, technicians, musicians, and announcers cowered on their
knees before him, expecting to die.
"I am the Emperor!" cried Harrison. "Do you hear? I am the Emperor! Everybody must do what I say at
once!" He stamped his foot and the studio shook.
"Even as I stand here" he bellowed, "crippled, hobbled, sickened - I am a greater ruler than any man
who ever lived! Now watch me become what I can become!"
Harrison tore the straps of his handicap harness like wet tissue paper, tore straps guaranteed to
support five thousand pounds.
Harrison's scrap-iron handicaps crashed to the floor.

Harrison thrust his thumbs under the bar of the padlock that secured his head harness. The bar
snapped like celery. Harrison smashed his headphones and spectacles against the wall.
He flung away his rubber-ball nose, revealed a man that would have awed Thor, the god of thunder.
"I shall now select my Empress!" he said, looking down on the cowering people. "Let the first woman
who dares rise to her feet claim her mate and her throne!"
A moment passed, and then a ballerina arose, swaying like a willow.
Harrison plucked the mental handicap from her ear, snapped off her physical handicaps with
marvelous delicacy. Last of all he removed her mask.
She was blindingly beautiful.
"Now-" said Harrison, taking her hand, "shall we show the people the meaning of the word dance?
Music!" he commanded.
The musicians scrambled back into their chairs, and Harrison stripped them of their handicaps, too.
"Play your best," he told them, "and I'll make you barons and dukes and earls."
The music began. It was normal at first-cheap, silly, false. But Harrison snatched two musicians from
their chairs, waved them like batons as he sang the music as he wanted it played. He slammed them back
into their chairs.
The music began again and was much improved.
Harrison and his Empress merely listened to the music for a while-listened gravely, as though
synchronizing their heartbeats with it.
They shifted their weights to their toes.
Harrison placed his big hands on the girls tiny waist, letting her sense the weightlessness that would
soon be hers.
And then, in an explosion of joy and grace, into the air they sprang!
Not only were the laws of the land abandoned, but the law of gravity and the laws of motion as well.
They reeled, whirled, swiveled, flounced, capered, gamboled, and spun.
They leaped like deer on the moon.
The studio ceiling was thirty feet high, but each leap brought the dancers nearer to it.
It became their obvious intention to kiss the ceiling. They kissed it.
And then, neutraling gravity with love and pure will, they remained suspended in air inches below the
ceiling, and they kissed each other for a long, long time.
It was then that Diana Moon Glampers, the Handicapper General, came into the studio with a doublebarreled ten-gauge shotgun. She fired twice, and the Emperor and the Empress were dead before they hit
the floor.
Diana Moon Glampers loaded the gun again. She aimed it at the musicians and told them they had ten
seconds to get their handicaps back on.
It was then that the Bergerons' television tube burned out.
Hazel turned to comment about the blackout to George. But George had gone out into the kitchen for a
can of beer.
George came back in with the beer, paused while a handicap signal shook him up. And then he sat
down again. "You been crying" he said to Hazel.
"Yup," she said.
"What about?" he said.
"I forget," she said. "Something real sad on television."
"What was it?" he said.
"It's all kind of mixed up in my mind," said Hazel.
"Forget sad things," said George.
"I always do," said Hazel.
"That's my girl," said George. He winced. There was the sound of a riveting gun in his head.
"Gee - I could tell that one was a doozy," said Hazel.
"You can say that again," said George.
"Gee-" said Hazel, "I could tell that one was a doozy."
Name: __________________________________
Do Now: Anticipation Guide Answer True or False for the following questions.
In the United States, everyone is equal.
Its important that everyone feel like they are talented, even if theyre not.
A government exists to protect its people.
Everyone in the world should be treated exactly the same.
Trying to overthrow the government is dangerous.
Its okay if a smart person is dumbed down in class so that the average kids can learn.
T
T
T
T
T
T
F
F
F
F
F
F
Harrison Bergeron Background Information: Sci-Fi and Dystopia Notes

6. Harrison Bergeron is an example of ________________________________________________________.
7. This type of fiction has three main elements:
a.
b.
c.
8. Harrison Bergeron is also a story about a ___________________________________________________,
which is an imaginary community that is frightening or undesirable.
9. These stories are written to expose ________________________________________________________,
such as politics, violence, economics or racism.
10. An example of a book about a dystopia is ___________________________________________________.
Vocabulary
Unceasing: never ending
Vigilance: keeping a watch for danger or difficulty
Transmitter: A piece of equipment designed to carry waves or signals
Burdened: To load heavily
Birdshot: Heavy shells used for shotguns
Wince: A slight flinch due to pain or stress
Speech impediment: A defect in a persons speech, such as a stutter or lisp
Luminous: Bright, glimmering
Borne: Carried
Whanging: Heavy or loud
Consternation: Extreme confusion
Delicacy: Soft, gentle
Gravely: seriously
Synchronize: Match things together
Neutraling: Ignoring; made neutral or nonexistent
Study Questions p. 98
1. How have humans achieved equality in the year 2081?
2. Describe Georges handicaps. What is their purpose?
3. What is the punishment for attempting to remove or change your handicap?
4. Why does George genuinely believe he shouldnt remove his own handicap? What does he think will
happen?
5. Why should Harrison Bergeron be feared, according to the ballerina?
Elements of Sci-Fi & Dystopias

Fill out the following chart with examples from the text.
Element of Sci-Fi/Dystopia
Futuristic Setting
Science/Technology
Terrible event has happened
Frightening/Unpleasant community
Warns us about a real-world issue
Examples from Harrison Bergeron w/page number
Name: __________________________________
Do Now: Quickwrite. Dont forget to write 3-5 complete sentences!

Do you think everyone should be treated equally or should we celebrate our differences?
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
__________________________________________________________________________________________
Vocabulary: Part 2
Borne: Carried
Whanging: Heavy or loud
Consternation: Extreme confusion
Delicacy: Soft, gentle
Gravely: seriously
Synchronize: Match things together
Neutraling: Ignoring; made neutral or nonexistent
Study Questions p. 103
1. In Harrisons world, how can you tell if a person has a particular strength? What does it mean if a person has
very large handicaps?
2. Describe Harrisons handicaps. What purpose do they serve?
3. Harrison shouts, Watch me come what I can become! What does this tell us about his character?
4. How did Harrisons handicaps backfire? Why?
5. In their first few moments of freedom, what do Harrison and his Empress do? What does this tell us about
the human spirit?
6. How does the government respond to Harrisons defiance?
7. How is Hazel and Georges response to the events of the story ironic?
Irony in Harrison Bergeron

Fill out the following chart with examples from the text.
Description of Handicap/Page #
Handicaps Intended Purpose
Handicaps Unintended
Consequence
George Bergerons large, 47-lb. bag

of birdshot hanging around his neck
(p.101)
George Bergeron
Ballerinas
Harrison Bergeron
Are the consequences of the handicap something the government expected? Why or why not?
How does the government respond to the unintended consequences?
How is this ironic? (Hint: How do you expect a government to treat its citizens?)
Name: _______________________________________________________________________ Class: ___________________

Instructions: Diana Moon Glampers has just retired and you are now Handicapper General! Use this template to design a new handicap
for citizens that are under-handicapped and considered dangerous.
Step 1: Imagine someone you know who
has a talent or strength. Describe the
persons strength here:
Step 2: Now, imagine ways that you

could prevent or keep them from using
their talent here:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Step 3: Draw your handicap here:

Step 4: Describe how your handicap
works:
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
____________________________________________
Mini Research Project

Introduction
The purpose of this project is to enable you to show that you are capable of using non-fiction literature to support a claim
regarding a particular issue/theme in relation to the short story Harrison Bergeron. You will use non-fiction articles to
research and write about historical examples of when governments attempted to control citizens and the result. Your
writing should be objective and informative/explanatory. You will cite the articles on a works cited page. Follow the steps
below in order to complete your research project.
Instructions
Step 1: According to your interest and connections made while reading Harrison Bergeron, pick one of the following
themes to guide your research:
Prohibition
Civil Rights
Immigration
Patriot Act
Step 2: Fill out a graphic outline to pull relevant information from the provided non-fiction article links. Pull the main
ideas, supporting details and the result of the governments attempts. (Links to articles are provided on the class website
under the appropriate research theme).
Step 3: Become familiar with the MLA format (handout), how to cite and create a Works Cited Page.
Step 4: Using your graphic outline, draft, edit and revise your mini research paper.
Step 5: Submit your paper in one of the two following ways:
-Print a hard copy of your typed essay and turn it in to Ms. Sutton
-Submit an electronic of your typed essay to msutton@bhm.k12.al.us
Requirements
Length requirement: 1 - 2 pages + Works Cited Page (separate page)

Essay should be typed in Times New Roman, Font size 12, double-spaced and include 1 margins.
Absolutely NO PLAGIARISM will be tolerated.
No slang/informal language.
Due Date
Mini Research Project Due Date: ______________________________________________________
Demonstrates ability to
research informational texts
(RI 9-10.1,2,3,5,6,8)
produce coherent writing to
convey ideas
(W 9-10.2,4,5,7,8)
Demonstrates command of
the conventions of Standard
English grammar and usage
(L 9-10.1,2,3,6)
4- Above Expectations
3-Meets Expectations
2-Approaches Expectations
1-Below Expec
not meet stand
Does not cite t
evidence; lacks
and analysis. A
of view is not d
Cites strong textual evidence

to support the authors
analysis; analyzes the
authors claims/ideas, forms
connections, determines and
evaluates the authors point
of view and reasoning.
Writing is strong, clear,
accurate, organized, and
developed; writing is
informative/explanatory,
answers a self-generated
research question, includes
relevant information and
avoids plagiarism.
Cites textual evidence to

support the authors analysis;
analyzes the authors
claims/ideas, forms
connections, determines the
authors point of view and
reasoning.
Writing is clear, accurate,
organized and developed;
writing is
informative/explanatory,
answers a research question,
includes relevant information
and avoids plagiarism.
Cites textual evidence to

support the authors analysis;
analyzes the authors
claims/ideas, determines the
authors point of view and
reasoning.
and organized but could use
further development; there is
an attempt to inform/explain,
a research question is
partially answered, includes
information that is not
relevant and there is some
evidence of plagiarism.
Writing is uncl
inaccurate, uno
underdevelope
is not
informative/ex
does not answe
question, and i
irrelevant infor
Plagiarism is c
Writing includes 0-1 errors

while properly using correct
spelling, punctuation, and
capitalization; knowledge of
language is effectively
applied through word
choice/the style is
appropriate.

in the areas of spelling,
punctuation and/or
capitalization; word choice
and style is appropriate.
Writing is mostly clear

although it includes errors in
the areas of spelling,
punctuation
and/capitalization; word
choice/style needs
development.
Writing is mos
and includes se
the areas of spe
punctuation an
capitalization;
inappropriate s
choice.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___
All examples shown and other examples for MLA citation, 7th edition, can
be found at http://owl.english.purdue.edu/owl/resource/747/01/ and
http://nwtc.libguides.com/citations
If you have any questions, do not hesitate to ask your teacher or the librarian.
Unless your teacher gives you other instructions, this is how

the paper should be set up:
Double-spaced on standard paper. Under the paragraph section in the Home tab in
Word, click the bottom right corner. This opens up a box. You want line spacing to be
Double. Before and After should be at 0 pt.
1 inch margins on all sides
12pt. Times New Roman Font
In the header, add consecutive page numbers to the upper right hand corner.
In Text Citations
So the teacher knows which source belongs to which quote, you should always include an
in-text citation after the quote.
Example: According to some, dreams express "profound aspects of personality", though others
disagree (Foulkes 184).
Long Quotes
Quotations longer than 40 words need to be set apart from the rest of the text. The quote
should be in a new paragraph and set 1 inch from the left margin, or tapping the Tab key on
the keyboard twice. Double spacing still applies. When the quote is complete, put the intext citation after it the way you would do for any other quote and start a new paragraph
with the regular indent (1 use of the Tab button).
Works Cited Page
This is a separate page at the end of your paper.

Each citation in the text must be listed back here and likewise, each listing on this
page must be quoted in the text.
The title of the page should be centered and labeled Works Cited without bolding,
underlining, or any other additions.
All text is double-spaced, just like the rest of the paper.
Each separate citation should be hanging. In the examples given, this is shown. To
do this, go to the paragraph section under the home tab in Word. Click the arrow in
the bottom right hand corner. This opens a box: under special, click on hanging.
This creates the hanging format.
Examples:
Book:
Basic formatLastname, Firstname. Title of Book. Place of Publication: Publisher, Year of Publication. Medium
of Publication.
Example:
Gillespie, Paula, and Neal Lerner. The Allyn and Bacon Guide to Peer Tutoring. Boston: Allyn,
2000. Print.
Magazine/Journal
Basic FormatAuthor(s). "Title of Article." Title of Periodical Day Month Year: pages. Medium of publication.
ExampleBuchman, Dana. "A Special Education." Good Housekeeping Mar. 2006: 143-48. Print.
Website:
Basic FormatEditor, author, or compiler name (if available). Name of Site. Version number. Name of
institution/organization affiliated with the site (sponsor or publisher), date of resource
creation (if available). Medium of publication. Date of access.
ExampleFelluga, Dino. Guide to Literary and Critical Theory. Purdue U, 28 Nov. 2003. Web. 10 May 2006.
Articles for Research

Information available on our class website: carverenglish.weebly.com!
Thesis Statement Stem:
During (topic), the government tried to control citizens by ____________________, but
the result was _______________________________.
Prohibition
http://encyclopedia.kids.net.au/page/pr/Prohibition
http://www.socialstudiesforkids.com/articles/ushistory/prohibition.htm
http://www.american-historama.org/1913-1928-ww1-prohibition-era/prohibition-facts.htm
http://en.wikipedia.org/wiki/Prohibition_in_the_United_States
Civil Rights
https://kidskonnect.com/history/civil-rights-movement/
http://www.scholastic.com/teachers/article/civil-rights-movement-overview
http://www.timeforkids.com/news/march-remembered/99936
http://www.history.com/topics/black-history/civil-rights-movement
http://en.wikipedia.org/wiki/African-American_Civil_Rights_Movement_
%281954%E2%80%9368%29
Immigration
http://www.timeforkids.com/news/new-immigration-plan/195361
http://pbskids.org/itsmylife/family/immigration/article6.html
http://www.usatoday.com/story/news/nation-now/2014/08/06/public-schools-immigrantchildren/13661353/
http://news.yahoo.com/katie-couric-immigration-now-i-get-it-061118699.html
http://www.npr.org/2014/07/09/329848538/whats-causing-the-latest-immigration-crisis-abrief-explainer
http://en.wikipedia.org/wiki/2014_American_immigration_crisis
Patriot Act
http://people.howstuffworks.com/patriot-act.htm
http://encyclopedia.kids.net.au/page/us/USA_PATRIOT_Act
http://en.wikipedia.org/wiki/Patriot_Act
http://www.crf-usa.org/america-responds-to-terrorism/the-patriot-act.html
http://www.ehow.com/info_8616055_summary-patriot-act.html
Name: ___________________________________________ Topic: ______________________________

I. Introduction/overview of topic plus thesis statement.
a
Thesis statement:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
II. First main idea plus supporting details.
First Main Idea:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
a
III. Second main idea plus supporting details.

Second main idea:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
a.
b.
c.
IV. Third main idea plus supporting details.
Third Main Idea:
_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
a.
b.
c.
V. Conclusion/review of topic.
a.
b.
c.
VI. Works Cited (Names of Articles)

a.
b.
c.
Name: _____________________________________________________________
Block:_________
Persuasive Proposal Project

Overview
We have studied the elements of persuasion and examined these elements in student-written editorials for Teen Ink. Now, you will have your
own chance to try to persuade an audience. Your task is simple: you will brainstorm a plan for improving one issue or problem of Carver High
School. You will then brief, draft, and present a plan for improving that issue, and persuasively explain why your plan is necessary for
improving our school. Both the written proposal and oral presentation will be graded.
Instructions
1. Students will begin by brainstorming issues of Carver High School that they believe must be changed to improve our school. These
issues may lie in the areas of academics, behavior, teaching, sports, extra-curricular activities, or any other. Students will narrow their
focus to ONE issue of Carver High School that they believe must be changed.
2. Once students have narrowed their focus, they must brainstorm a realistic plan for how this particular issue can be changed. Students
will submit a proposal brief of 3-5 sentences to Ms. Sutton, explaining the issue, as well as a short summary of their plan to change it.
3. Once their proposal brief has been approved, students will draft a 1-2 page persuasive proposal, including the following:
a. Description of the issue, and why it hurts Carver
b. Realistic plan for improving the issue
c. Persuasive description of why the plan is needed
d. The positive impacts the plan will have on Carver
4. Finally, students will create and share a poster or PowerPoint presentation. Students will need to include pictures and descriptions of
each of the four areas included in the written proposal (above).
How to Turn Your Project In
Proposal Briefs & Written Proposals: These may be (A) printed out and turned in OR (B) emailed to msutton@bhm.k12.al.us.
Posters: Posters should be turned in directly to Ms. Suttons room with your name and block written on the back.
PowerPoints: PowerPoint presentations should be emailed to msutton@bhm.k12.al.us.
Due Date
Project Due Date: ___________________________________________________________
I Need Help!
Please see website: carverenglish.weebly.com for help or tutoring hours.
1-Below Expectations/ Does
understand/use elements of
persuasion.
(W 9-10.1)
produce coherent writing to
convey ideas
(W 9-10.1,4,5,10)
Demonstrates command of
the conventions of Standard
English grammar and usage
(L 9-10.1,2,3,6)
Demonstrates mastery of the

elements of persuasion;
incorporates elements
seamlessly to create a
convincing and credible
product.
Demonstrates mastery of the

elements of persuasion;
incorporates elements
sufficiently to create a
convincing product overall.
Does not demonstrate full

mastery of elements of
persuasion; partially
incorporate elements to make
a somewhat convincing
product.
not meet standards

Does not demonstrate any
mastery of elements of
persuasion; fails to
incorporate any elements of
persuasion. Overall product
fails to convince audiences.
Writing is strong, clear,

accurate, organized, and
developed; writing is
persuasive; avoids
plagiarism.

organized and developed;
writing is mostly persuasive;
avoids plagiarism.

and organized but could use
further development; there is
an attempt to persuade; some
evidence of plagiarism.
Writing is unclear,
inaccurate, unorganized and
underdeveloped; the writing
is not persuasive. Plagiarism
is clearly evident.

while properly using correct
spelling, punctuation, and
capitalization; knowledge of
language is effectively
applied through word
choice/the style is
appropriate.

in the areas of spelling,
punctuation and/or
capitalization; word choice
and style is appropriate.
Writing is mostly clear

although it includes errors in
punctuation
and/capitalization; word
choice/style needs
development.
Writing is mostly unclear

and includes several errors in
punctuation and
capitalization; includes
inappropriate style/word
choice.
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___
Clarity of Presentation
Speakers presentation is
clear, organized and welldeveloped; tone of voice is
clear, organized and
developed; tone of voice is
clear, but lacks organization
or needs development; there
1-Below Expectations/ Does

not meet standards
Speakers presentation lacks
clarity, organization and
needs development; tone of
loud and articulate; line of

reasoning is easy to follow.
reasonably loud and

articulate; line of reasoning
is mostly easy to follow.
Visual aids are professional,

creative, neat and visually
pleasing; elements increase
understanding of persuasive
plan and add significant
interest to the presentation.
Visual aids are creative and

neat; elements generally
increase understanding of
persuasive plan and add
interest to the presentation.
Speakers use of formal

language, word choice, tone
and grammar is eloquent and
appropriate for an academic
presentation.

and grammar is sufficient
and mostly appropriate for an
academic presentation.
SL 9-10.4
Use of Visual Aids
SL 9-10.5
Formality of Presentation
is an attempt to use proper

tone of voice; line of
reasoning is sometimes
difficult to follow.
Visual aids are mostly
creative and neat; some but
not all elements increase
understanding of persuasive
plan but may not add interest
to the presentation.
voice is improper and

reasoning is unclear.

and grammar is sometimes
insufficient or inappropriate
for an academic presentation.

and grammar is mostly
insufficient or inappropriate
for an academic presentation.
Visual aid fails to be creative

or neat; elements are
irrelevant to the persuasive
plan; presentation is
uninteresting.
SL 9-10.6
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___
______________________________________________________________________________________________
______________________________________________________________________________________________
______________________________________________________________________________________________
___
Elements of Persuasive/Argument
Papers
What is a persuasive/argument essay? Persuasive writing, also known as the
argument essay, uses logic and reason to show that one idea is more
legitimate than another. It attempts to persuade a reader to adopt a certain
point of view or to take a particular action. The argument must always use
sound reasoning and solid evidence by stating facts, giving logical reasons,
using examples, and quoting experts. When you write a persuasive essay
you must:
1. Introduce the topic of the paper and the thesis statement. (The thesis
statement is almost always
at the end of the introduction.)
2. State the facts of the case.
3. Prove the thesis with your arguments.
4. Disprove your opponent's arguments.
5. End the essay.
Explain the important points of your topic so that the audience can
understand the papers position.
Remember that there are many parts of any argument. The topic of your
paper should give information about the specific aspects of the issue that
you plan to address.
Give facts that support YOUR side of the argument.
Facts can consist of statistics, researched information, and other materials
that are found in scholarly journals, government publications, and other
academic or professional fields. Remember to cite all information.
Present the facts in a manner or sequence that builds the argument
from least important to most.
The presentation of facts for the argument should follow the same
organization presented when clarifying the important points. The first issue
stated in the thesis should be the first topic approached in the persuasion/
argument section of the paper. And they should always build to your most
important point.
Form and state conclusions.
The conclusion should never be thought of as just a summary of the essay.
Answer the question, Why am I writing this paper to this audience? By
doing this, you can create a stronger conclusion that does what it was
intended to do, persuade.
When planning a persuasive essay, follow these steps:
1. Choose your position. Which side of the issue or problem are you going
to write about, and what solution will you offer? Know the purpose of your
essay.
2. Analyze your audience. Decide if your audience agrees with you, is
neutral, or disagrees with your position.
3. Research your topic. A persuasive essay must provide specific and
convincing evidence. Often it is necessary to go beyond your own knowledge
and experience. You might need to go to the library or interview people who
are experts on your topic.
4. Structure your essay. Figure out what evidence you will include and in
what order you will present the evidence. Remember to consider your
purpose, your audience, and you topic.
The following criteria are essential if you want to produce an effective
argument:
Be well informed about your topic.
To add to your knowledge of a topic, read thoroughly about it, using
legitimate sources. Take notes.
Test your claim.
Your thesis or claim, i.e., argument or proposition, must be part of a larger
issue that has at least two opposing points. It must be debatable. If you can
write down a claim that directly opposes your own, you will ensure that your
own argument is debatable.
Disprove the opposing claim (REFUTATION).
Understand the opposite viewpoint of your position and then counter it by
providing contrasting evidence or by finding mistakes and inconsistencies in
the logic of the opposing argument.
Support your position with evidence. Remember that your evidence
must appeal to reason. The following are different ways to support your
argument:
Using facts is a powerful means of convincing. Facts can come from
your reading, observation, or personal experience. Note: Do not
confuse facts with truths. A "truth" is an idea believed by many people,
but it cannot be proven.
Using statistics can provide excellent support to your argument. Be
sure your statistics come from responsible sources. Always cite your
sources.
Using quotes from leading experts that support your position is an
invaluable tool.
Using examples enhances your meaning and makes your ideas
concrete. They are the proof.
Handout courtesy of: https://valenciacollege.edu/wp/cssc/documents/ElementsofPersuasive.pdf
Name
Class
Period
Date
Persuasive Proposal Brief
For my proposal project, I am going to write about ______________________________
issue at Carver. A short summary of my plan to improve this issue is:
Step 1:
Step 2:
Step 3:
Step 4:
Name
Class
Period
Date
Persuasive Proposal
Description of the Issue
Begin writing your details here.
Plan for Improving the Issue
Why the Plan is Necessary
Positive Impacts
Unit Reflection
Overall, I am very proud of this particular unit. I actually really enjoyed working with the
different strands of standards present in this unit. I found it very natural to thread together the
Informational Text, Writing, and Speaking and Listening standards into a cohesive unit. I also
was personally very excited about approaching these texts from a thematic angle, analyzing how
one group/entity controls or exerts power over another. I thought my students might connect
on a personal level to this theme, and overall I found that they enjoyed reading the texts and
completing the variety of assignments present in this unit. I also found that integrating
technology during the research portion made this unit very hands-on for my students, since many
of them had never worked on a foundational level in Microsoft Word, changing margins and
formatting elements. I think this experience was incredibly enriching for my students and
hopefully leads to long-term outcomes for them, especially since research writing is so prevalent
later in high school and in college.
Strengths of Unit
I think the most important strength of this unit is the variety of standards covered cohesively in
its activities and assessments. I have struggled in the past to cover many standards in an organic
way that makes sense. This unit seems to achieve that goal in a more seamless way than I have
achieved in the past. A second major strength is the variety of activities meant to capture
different learners. In particular, the Socratic Seminar, Harrison Bergeron handicap project, and
proposal project help to capture oral/auditory, visual, and even kinesthetic learners, which can
sometimes get lost in large classes of 25-30 students. Finally, I believe that thematically, the unit
is exceptionally strong and appealing to my particular students. My students were extremely
excited to read A Prom Divided and Harrison Bergeron much more so than some of our
past reading selections. I think that for my particular demographic of student, the theme of being
oppressed or controlled is especially resonant, which leads to students making richer connections
and having more meaningful dialogue about the texts.
Weaknesses of Unit
I continue to try to grow in the areas of differentiated instruction and accommodations for
exceptional learners. With this unit, I tried to provide choice options for students where I could,
but I understand there is significant area for growth. I attempted to provide assistance in the form
of sentence stems (thesis statement stem), graphic organizers and templates to assist students that
might need a bit of push when starting their writing, but again, I understand there is significant
room to provide more opportunities for IEP and 504 Plan students. Further, ESL student
accommodations for this unit are weak. I am fully aware that I have not provided a lot of
resources for them, and have mostly relied on peer tutors as our primary method of
accommodation.

Maggie Sutton Ninth Grade English Unit Title: Idea Exploration and Innovation Unit Length: Twelve 90-Minute Periods

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Maggie Sutton Ninth Grade English Unit Title: Idea Exploration and Innovation Unit Length: Twelve 90-Minute Periods

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Maggie Sutton

Ninth Grade English

Mini Lesson/I Do:

Students will be able to annotate a non-fiction

Students will be able to make claims and support

Students will be able to identify elements of

County, GA) including its population and size.

how each student will be held to these standards.

-Has elements of science and technology

Guided Practice/We Do:

Read A Prom Divided together. Together,

Students fill out graphic organizer identifying the

Together, we discuss authors purpose: what is

We discuss: Which side made the best points

Promethean Board, PowerPoint, Document

Promethean Board, YouTube, PowerPoint

Socratic Seminar participation rubrics will serve

Read through Harrison Bergeron together. As

Students complete guided notes questions

motives in creating handicaps.

Guided Practice/We Do:

Review and model dialectical journal expectations: as we finish reading

make everyone equal by handicapping individuals with certain strengths

Mini Lesson/I Do:

Guided Practice/We Do:

Students will be able to practice basic research

Students will be able to cite articles used for

Students will be able to apply formatting rules to

Ms. Sutton provides a sample article for

Using the Promethean Board, model for

Students create their own Works Cited pages on

Students write their research paper and practice

Quick Quiz will serve as formative assessment.

Exit ticket will serve as formative assessment.

Complete Works Cited page if necessary.

Complete research paper if necessary.

Citation practice: Students view several citations

Guided Practice/We Do:

Students will be able to identify persuasive elements in a persuasive

Promethean Board, PowerPoint, document viewer

Students will be able to brainstorm ideas for their own persuasive

Survey: Students rate themselves in several categories: comfort level,

Mini Lesson/I Do:

Guided Practice/We Do:

Ms. Sutton/English/March 16-17

A Prom Divided Background Information

2. What is the irony the black students point out?

Main Idea: What the article is mostly about.

I think the authors purpose in writing this article is

I think the author thinks/feels about this issue

I think the author thinks/feels this way because

I think/feel about this issue

Socratic Seminar Sentence Starters

Handout courtesy of: https://www.nwabr.org/sites/default/files/SocSem.pdf

Socratic Seminar Partner Evaluation

_____ Discussion Skills

Handout courtesy of: https://www.nwabr.org/sites/default/files/SocSem.pdf

Questions for Socratic Seminar:

Harrison's scrap-iron handicaps crashed to the floor.

Ms. Sutton/English/March 20-23

Harrison Bergeron Background Information: Sci-Fi and Dystopia Notes

2. Describe Georges handicaps. What is their purpose?

Name: _____________________________________________________ Class: _

Name: _____________ Topic: