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Week One: Assignment Synopsis and Explanations
Day 1: Unpacking the Standards and Social Media Video
The first assignment for day one is to read the standards and pull out their key ideas. The students will be prompted to recognize and interpret language central to their understanding of the standards.
The next assignment is to apply the ideas from the standards to a short 1-2 minute video on social media addition. The video also begins the conversation on addiction, which will be tackled from various angles in the non-fiction and literature pieces.
Answer key is provided.
Day 2: Read, Code, and Respond to “Social Networking Addiction”
Read the informational text in class according to your preference. Consider having regular English classes code every, or every other, paragraph for a P for point and an E for evidence. Consider having Honors English classes add EL for elaboration into their coding process.
Explain the P.E.E.L. Method if it is new to your classes. Practice P.E.E.L.ing the first paragraph of the article together.
Students should be able to complete the questions for Paragraphs 2-4 in class. They might finish P.E.E.L.ing the document for homework. The last question should be answered by students and reviewed in class since it is central to understanding the standard for this section.
Answer key is provided.
Day 3: Read and Analyze the Literature Passages
Read William Blake’s “The Fly” and either listen to and/or read Aesop’s fable “The Ant and the Chrysalis.” Students can complete steps 1 and 2 in groups or independently. They might answer the following questions independently or with a partner. Review answers to questions either in class or at the start of the next day’s class.
Answer key for questions is provided.
Day 4: Assessment
The assessment should not take all class, so if you get backed up from the week, there should be time to wrap up work leftover over from previous days.
Students should read and answer questions. The answers to the assessment should be discussed in class since there will not be time for remediation the following week. We’re on Blast time, after all
KEY IDEAS AND DETAILS Social Media and Addiction
Text: Griffiths, Mark. Social Networking Addiction: Emerging Themes and Issues Videos: The Social Media People 1:45 https://www.youtube.com/watch?v=Lany3rtj540 Essential Question: How are central ideas developed in a text? Unpacking the Standards: Informational Text
1. Circle 7 key words from the three standards below.
RI.1.1. Cite strong and thorough text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
2. What is the verb (action)? _______________. 3. Who is doing this action? _______________. 4. What is analysis? _______________________________________________________ __________________________________________________________________________ RI.1.2. Determine a 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. 5. What are the three verbs? ______________ ________________ _______________ 6. What does determine mean? ______________________________________________ 7. What is the reader being asked to determine?
a. ________________________________ 8. What is the reader being asked to analyze?
a. ________________________________ b. ________________________________ c. ________________________________
9. What is the reader being asked to provide? a. ________________________________
10. Why does it need to be objective? __________________________________________
RI.1.3. Analyze how the author unfolds an analysis or series of events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 11. What is the reader being asked to analyze?
a. ________________________________ b. ________________________________ c. ________________________________ d. ________________________________
12. What are some ways the author can do this? Cause and ___________________ Compare and _________________ _______________________ Order Order of _____________________ ____________________or Solution
13. What is the author drawing connections between?
_______________________________________________________________________
14. Why are the connections important to notice? _______________________________________________________________________
Unpacking the Standards: Literary Text RL.1.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
15. What is the reader being asked to analyze about complex characters? a. ________________________ b. ________________________ c. ________________________
16. What does analyzing the characters do for reader comprehension? _________________________________________________________________________
_________________________________________________________________________ - - - - - - - - - - - - - -
17. What are all these standards questions asking you to do? __________________________________________________________________________
__________________________________________________________________________ __________________________________________________________________________ The Social Media People | Facebook Obsessed? Answer the following questions after viewing the Youtube video clip.
1. As of 2011, one in every 13 people is a registered user of Facebook. How many is that? __________________
2. What percent of 18-34 year-olds check Facebook every morning? ______________
3. Infer why you think they do this. __________________________________________
4. The 35+ crowd makes up over 30% of the registered users. Infer why Facebook is so popular in this age group. ___________________________________________________________________
5. How many internet users are there in the U.S.? ______________________________
6. 57% of people talk more online than they do in real life. Why is this? _____________ ____________________________________________________________________
7. List three reasons why people might log into Facebook. a. ______________________
b. ________________________________ c. ________________________________
8. What is the central idea of the video?
____________________________________________________________________
9. List one detail from the clip that supports the central idea in #8. ____________________________________________________________________
10. Explain how the detail in #9 supports the central idea in #8.
_____________________________________________________________________ _____________________________________________________________________
KEY IDEAS AND DETAILS: ANSWER KEY Social Media and Addiction
Unpacking the Standards: Informational Text
18. Circle 7 key words from the three standards below.
RI.1.1. Cite strong and thorough text evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
19. What is the verb (action)? _Cite______________. 20. Who is doing this action? __Reader_____________. 21. What is analysis? __The process of breaking down a something into its parts to learn what
they do and how they relate to one another RI.1.2. Determine a 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. 22. What are the three verbs? _Determine__ __Analyze_______ _provide summary__ 23. What does determine mean? _Decide__ 24. What is the reader being asked to determine?
a. _the central idea or point_______________ 25. What is the reader being asked to analyze?
a. _development of central idea________ b. _how central idea emerges_________ c. __how central idea is refined by details__
26. What is the reader being asked to provide? a. _objective summary__________________
27. Why does it need to be objective? _to give the factual evidence/ so conclusions are valid/ to eliminate personal feelings________
RI.1.3. Analyze how the author unfolds an analysis or series of events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. 28. What is the reader being asked to analyze?
a. _how author unfolds analysis or series of events___ b. _order in which points are made__ c. _how points are introduced and developed (strengthened)___ d. _connections drawn between points_
29. What are some ways the author can do this?
Cause and _Effect______________ Compare and _Contrast___ _Chronological_ Order Order of _Importance__ _Problem__or Solution
30. What is the author drawing connections between?
__The points he/she is making__________________________________
31. Why are the connections important to notice? _Varies: to help reader understand/comprehend material/ draw correct conclusions /
inferences, etc._____ Unpacking the Standards: Literary Text RL.1.3. Analyze how complex characters (e.g., those with multiple or conflicting motivations) develop over the course of a text, interact with other characters, and advance the plot or develop the theme.
32. What is the reader being asked to analyze about complex characters? a. _How they develop__ b. _How they intereact__ c. _How they advance the plot/develop theme__
33. What does analyzing the characters do for reader comprehension? __Varies: Allows for reader connection / gives sense of realism / helps develop_____
__theme or idea, etc. _________________________________________________ - - - - - - - - - - - - - -
34. What are all these standards questions asking you to do? __________________________________________________________________________ _Varies: Be better readers___________________________________________ __________________________________________________________________________
The Social Media People | Facebook Obsessed? Answer the following questions after viewing the Youtube video clip.
11. As of 2011, one in every 13 people is a registered user of Facebook. How many is that? _500,000,000______
12. What percent of 18-34 year-olds check Facebook every morning? __48%_________
13. Infer why you think they do this. __Varies__________________________________
14. The 35+ crowd makes up over 30% of the registered users. Infer why Facebook is so popular in this age group. __Varies___________________________________________________________
15. How many internet users are there in the U.S.? __206.2 million_______________
16. 57% of people talk more online than they do in real life. Why is this? _____________ __Varies___________________________________________________________
17. List three reasons why people might log into Facebook. a. _News_________________
b. __Photos________________________ c. _Status updates (varies)____
18. What is the central idea of the video?
__People are obsessed with FB_____________________________________________
19. List one detail from the clip that supports the central idea in #8. _57% of people talk more online than in real life (varies)_______
20. Explain how the detail in #9 supports the central idea in #8. _Varies:
____________________________________________________________________ _____________________________________________________________________
Link to Informational Text: Social Networking Addiction: Emerging Themes and Issues
(Copies will be placed in your boxes)
Social Networking Addiction: Emerging Themes and Issues
The P.E.E.L. Method
Point of the paragraph or text Evidence to support the point
• This could be a quote from an expert, statistic, definition, description or example. Elaboration to explain how the evidence proves the point
• Explain: Use with a direct quote • Evaluate: Make a judgment/decision based on the facts • Define: Help the reader better understand the term, process or idea • Analyze: You could
o Compare or contrast the evidence. o Predict what will likely happen based on the evidence o Show the cause & effect relationship from the evidence
Link back to the point
Let's practice P.E.E.L. on the first paragraph: Point ______________________________________________________________ Evidence ___________________________________________________________ Elaboration 1. _________________________________________________________________ 2. __________________________________________________________________ Link ________________________________________________________________ Paragraph #2 Which sentence supports the point (central idea) that there is debate about whether addiction holds for social networking? Circle One: Sentence 2 or Sentence 3 Paragraph #3 The point (central idea) is that ___________________________________________________
_________________________________________________________________________ How does Griffiths develop this point (central idea)? _______________________________ _________________________________________________________________________ _________________________________________________________________________ Paragraph #4 The author gives three theoretical perspectives of SNS addiction. What effect does this have on the transition from normal to problematic social networking? _________________________________________________________________________ _________________________________________________________________________ Paragraph #5 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #6 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #7 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #8 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #9 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #10 What is the… Point: Sentence #____
Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #11 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Griffiths attempts to show that age has an impact on social networking addiction. List three details that show this connection. 1. _________________________________________________________________________ 2. _________________________________________________________________________ 3. _________________________________________________________________________
ANSWER KEY
Social Networking Addiction: Emerging Themes and Issues
The P.E.E.L. Method
Point of the paragraph or text Evidence to support the point
• This could be a quote from an expert, statistic, definition, description or example. Elaboration to explain how the evidence proves the point
• Explain: Use with a direct quote • Evaluate: Make a judgment/decision based on the facts • Define: Help the reader better understand the term, process or idea • Analyze: You could
o Compare or contrast the evidence. o Predict what will likely happen based on the evidence o Show the cause & effect relationship from the evidence
Link back to the point
Let's practice P.E.E.L. on the first paragraph: Point _Last Sentence________________________________________________ Evidence _SNS usage patterns...__________________________________ Elaboration 1. _SNSs are predominately used ...______________________________ 2. _1st sentence_____________________________________________________ Link _none___________________________________________________________ Paragraph #2 Which sentence supports the point (central idea) that there is debate about whether addiction holds for social networking? Circle One: Sentence 2 or Sentence 3 Paragraph #3 The point (central idea) is that researchers have suggested excessive use problematic for young people
How does Griffiths develop this point (central idea)? Gives example that SNS users___ experience same symptoms as addicts___________________________________ Paragraph #4 The author gives three theoretical perspectives of SNS addiction. What effect does this have on the transition from normal to problematic social networking? __Something is 'wrong' in SNS user's life – environment, self presentational skills or expectation for positive outcome – and SNS relieves this problem. Paragraph #5 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #6 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #7 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #8 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #9 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Paragraph #10 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____
Paragraph #11 What is the… Point: Sentence #____ Evidence: Sentence #____ Elaboration: Sentence #____ Sentence #____ Link: Sentence #____ Griffiths attempts to show that age has an impact on social networking addiction. List three details that show this connection. 1. __P8 This may have led to very high addiction rates... _______________________________________________________________________ 2. __P3 Researchers have suggested... _______________________________________________________________________ 3. ___P5 Based on these three models... ______________________________________________________________________
Key Ideas and Details: Literature Component
Self-Perception and Perception of Others
Read the following poem and listen to and/or read the Aesop’s fable “The Ant and Chrysalis”
Passage 1
The Fly
By William Blake, 1757 - 1827
Little fly, Thy summer’s play My thoughtless hand Has brushed away. Am not I A fly like thee? Or art not thou A man like me? For I dance And drink and sing, Till some blind hand Shall brush my wing. If thought is life And strength and breath, And the want Of thought is death, Then am I A happy fly, If I live, Or if I die.
From Songs of Experience. First published in 1794. This poem is in the public domain.
Passage 2 Media Clip: https://www.youtube.com/watch?v=-AmAvffXbNQ The Ant and the Chrysalis An Ant nimbly running about in the sunshine in search of food came across a Chrysalis that was very near its time of change. The Chrysalis moved its tail, and thus attracted the attention of the Ant, who then saw for the first time that it was alive. "Poor, pitiable animal!" cried the Ant disdainfully. "What a sad fate is yours! While I can run hither and thither, at my pleasure, and, if I wish, ascend the tallest tree, you lie imprisoned here in your shell, with power only to move a joint or two of your scaly tail." The Chrysalis heard all this, but did not try to make any reply. A few days after, when the Ant passed that way again, nothing but the shell remained. Wondering what had become of its contents, he felt himself suddenly shaded and fanned by the gorgeous wings of a beautiful Butterfly. "Behold in me," said the Butterfly, "your much-pitied friend! Boast now of your powers to run and climb as long as you can get me to listen." So saying, the Butterfly rose in the air, and, borne along and aloft on the summer breeze, was soon lost to the sight of the Ant forever. Moral of the story: Appearances are deceptive.
Key Ideas and Details: Literature Component Step 1:
In the five boxes below, roughly illustrate what happens, or what is thought, in each of the poem’s stanzas.
Stanza 1 Stanza 2
Stanza 3 Stanza 4
Stanza 5
Step 2: After reading and/or listening to “The Ant and the Chrysalis,” create a flow chart of at least five actions that occur in the fable. Describe the events in your own words.
1. ___________________________________ ___________________________________ ___________________________________ ___________________________________
2. ___________________________________ ___________________________________ ___________________________________ ___________________________________
3. ___________________________________ ___________________________________ ___________________________________ ___________________________________
4. ___________________________________ ___________________________________ ___________________________________ ___________________________________
5. ___________________________________ ___________________________________ ___________________________________ ___________________________________
Final Questions on the Literature Component
1. What is the theme of Passage 1, “The Fly?”
2. Read this sentence from the poem “The Fly”: For I dance And drink and sing, Till some blind hand Shall brush my wing.
How does this sentence help develop the theme of the poem?
3. In Passage 2 “The Ant and the Chrysalis,” Aesop tells us the moral is “Appearances are deceptive.” Select two words or phrases from the fable that support this idea.
4. Independently or with a partner, describe the similarities or differences between how the speaker of the poem “The Fly” sees the fly and how the ant sees the chrysalis in Passage 2.
ANSWER KEY
Final Questions on the Literature Component
5. What is the theme of Passage 1, “The Fly?” The theme of passage 1 is that human life is as controlled by death as is a fly’s. Therefore, the reality of death makes the lives of humans and ants more similar than dissimilar.
6. Read this sentence from the poem “The Fly”: For I dance And drink and sing, Till some blind hand Shall brush my wing.
How does this sentence help develop the theme of the poem? This sentence develops the theme of life’s fragility by showing how the speaker may be enjoying life and then suddenly interrupted by an unaware, outside force. This outside force is suggested to be death later in the poem.
7. In Passage 2 “The Ant and the Chrysalis,” Aesop tells us the moral is “Appearances are deceptive.” Select two words or phrases from the fable that support this idea. Answers will vary.
8. Independently or with a partner, describe the similarities or differences between how the speaker of the poem “The Fly” sees the fly and how the ant sees the chrysalis in Passage 2. The speaker of the poem comes to understand the life of the fly better by understanding their shared experience of death. The ant misunderstands the chrysalis’s abilities. The speaker of the poem empathizes with the fly while the ant is blinded to the true nature of the butterfly because it lacks empathy.
Week One Assessment
Reading the following passage and answer the questions.
Germs, Germs Everywhere. Are You Worried? Get Over It. By MARY ROACH
saw a television advertisement recently for a new product called an air sanitizer. A woman stood in her kitchen, spraying the empty space in front of her as though using Mace against an
imaginary assailant. She appeared very determined. Where others are satisfied with antibacterial-laced sponges, dish soaps, hand sanitizers and telephone wipes, here was a woman who sought to sterilize the air itself.
As a casual student of microbiology, I find it hard to escape the absurdity here. This woman is, like any human being, home to hundreds of trillions of bacteria. Bacteria make up a solid third, by weight, of the contents of her intestines.
If you were to sneak into her bathroom while she was showering - and based on my general impression of this woman from the advertisement, I don't recommend this - and secret away a teaspoon of the water at her feet, you would find some 820 billion bacteria. Bacteria are unavoidably, inevitably - and, usually, utterly benignly - a part of our world. (Statistics courtesy of a University of Arizona microbiologist, Dr. Charles P. Gerba, a man who gave his son the middle name Escherichia, the E in E. coli.)
The fantasy of a germ-free home is not only absurd, but it is also largely pointless. Unless you share your home with someone very old, very young (under 6 months) or very ill, the few hundred bacteria on a countertop, doorknob or spoon pose no threat. The bacteria that cause food poisoning, the only significant rational bacterial worry in the average home, need to multiply into the thousands or millions before they can overwhelm your immune system and cause symptoms.
The only way common food poisoning bacteria can manage this is to spend four or five hours reproducing at room temperature in something moist that you then eat. If you are worried about food poisoning, the best defense is the refrigerator. If you don't make a habit of eating perishable food that has been left out too long, don't worry about bacteria.
Viruses are slightly different. You need only pick up a few virus particles to infect yourself with a cold or flu, and virus particles can survive on surfaces for days. So disinfecting the surfaces in the home should, in theory, reduce the chances of picking up a bug. (Some antibacterial products also kill viruses.)
In practice, the issue is less clear. A study by Dr. Elaine Larson at the Columbia School of Nursing called into question the usefulness of antibacterial products for the home. In New York, 224 households, each with at least one preschooler, were randomly assigned to two groups. One
group used antibacterial cleaning, laundry and hand-washing products. The other used ordinary products.
For 48 weeks, the groups were monitored for seven symptoms of colds, flu and food poisoning - and found to be essentially the same. According to Dr. Gerba's research, an active adult touches an average of 300 surfaces every 30 minutes. You cannot win at this. You will become obsessive-compulsive. Just wash your hands with soap and water a few times a day, and leave it at that.
I suspect that a minority of the Americans who buy antigerm wipes and sanitizers are motivated by concerns over food poisoning or colds and the flu. Their behavior is a product not so much of prudence, but of phobia. Phobias are irrational fears, wrought of the union of dread and misunderstanding. People see a headline - an outbreak of E. coli O157:H7 at a hamburger chain, say - and they start to worry.
In the case of bacteria, they cannot see the source of their worry, and they do not know much about it, so they go overboard. They add a few more "wiping events," as the cleanser market researchers say, to their daily routines. Where there is an irrational fear, there is a product-development team to fan it and feed it and exploit it.
According to the research firm Mintel International, 11 new home antibacterial products have appeared on the market this year, more than twice the number in 2003. It is the biggest marketing coup since bottled water.
The makers of antibacterial products are fond of the word "germs." It is purposefully vague. Do they mean bacteria? Viruses? Both? Neither? Because the idea is simply to connote contamination. These products are as much about cooties as they are about viruses or bacteria.
Contamination is in many ways a psychological construct. It is the notion that our belongings or our loved ones can become unclean by the mere touch of a stranger. Nothing is actually transferred by the touch. The contamination is symbolic, magical, irrational. It makes sense that the extravagantly rich - Howard Hughes or Donald Trump, for instance - are our most notorious germphobics, people made uncomfortable by the thought of shaking a stranger's hand.
The higher you rise and the better sequestered you are from the "unwashed masses," the smaller and dirtier the average Joe must begin to seem. Other human beings become our germs.
A plea, then, for a little calm, a little rationality. Try to look upon bacteria as did their discoverer, Antoni van Leeuwenhoek, "For me, this was among all the marvels that I discovered in nature the most marvelous of all, and I must say, that for my part, no more pleasant sight has met my eye than this of so many thousand living creatures in one small drop of water."
Mary Roach is the author of "Stiff: The Curious Lives of Human Cadavers."
Key Ideas and Details Assessment Questions
1. Which word or phrase best supports the idea we are easily taken advantage of when we have irrational fears of things we cannot see, such as bacteria? a. The higher you rise and the better sequestered you are b. [T]here is a product-development team to . . . . exploit it. c. The fantasy of a germ-free home is not only absurd . . . d. Viruses are slightly different.
2. A. Based on the article, how does the author feel about contamination? B. Which detail from the article supports the author’s perspective on contamination? a. The only way common food poisoning bacteria can manage this is to spend four or
five hours reproducing at room temperature in something moist that you then eat. b. I suspect that a minority of Americans who buy antigerm wipes and sanitizers are
motivated by concerns over food poisoning or colds and the flu. c. Nothing is actually transferred by touch. d. Just wash your hands with soap and water a few times a day, and leave it at that.
3. What is the central idea of the text? a. Bacteria are everywhere, so it is wise to take precautions against contamination. b. An air sanitizer is a silly idea, but many people will want to invest in one. c. Dreaming about a germ-free home is absurd. d. Our fears about bacteria are unfounded and can lead to alienation.
4. Which detail supports the development of the idea that “other human beings become our germs?” a. [Eleven] new antibacterial products have appeared on the market this year. b. A study by Dr. Elaine Larson at the Columbia School of Nursing called into quest the
usefulness of antibacterial products for the home. c. As a casual student of microbiology, I find it hard to escape the absurdity here. d. The extravagantly rich . . . are our most notorious germaphobics, people made
uncomfortable by the thought of shaking a stranger’s hand.
5. What is one example where the author uses definition to develop her argument?
a. Contamination is in many ways a psychological construct. b. If you don’t make a habit of eating perishable food that has been left out too long,
don’t worry about bacteria. c. The makers of antibacterial products are fond of the word “germs.” d. A plea, then, for a little calm, a little rationality.
Key Ideas and Details Assessment Answer Key 1. B 2. Part A: The author feels that contamination is more a result of our irrational fears than
it is a reality. Part B: C
3. D 4. D 5. A
