lbd template modules: an introduction · web viewreading texts: see materials list. extension...

LDC Argumentative Module

Task 2: Extended Metaphors of “O Captain, My Captain!”8th grade Communication Arts

Lebanon Middle SchoolLebanon School District, Lebanon, Pennsylvania

Created By: Allison Bullock & Kelly Newswanger

LDC Argumentation Module Template – version 3 | © Literacy Design Collaborative, 2011

Information Sheet

Module Title: Extended Metaphors in Walt Whitman’s “O’ Captain, My Captain”

Module Description (overview): “O’ Captain, My Captain” is one of Walt Whitman’s most famous poems. Whitman not only shows his own remorse for the loss of Lincoln, but also represents the somber feelings of many Americans during a time when the country should have been celebrating the Union Victory. By comparing Lincoln to the Captain of a ship, Whitman uses this among other extended metaphors to speak for the nation. Students are to determine if Whitman was justified in his comparisons.

Template Task (include number, type, level)

Teaching Task

Task 2: [Insert question] After reading _____ (literature or informational texts), write a/ an _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

Your Task: Does Walt Whitman adequately portray the sense of loss felt by Americans after Abraham Lincoln’s assassination? After reading “O’ Captain, My Captain” and other informational texts, write an essay that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Grade(s)/Level: 8th grade

Discipline: (e.g., ELA, science, social studies, other?): ELA

Course: Communication Arts

Author(s): Allison Bullock & Kelly Newswanger

Contact information:

Lebanon School DistrictMary Garrett-Giovinomgarrett-giovino@lebanon.k12.pa.us717-273-9391orLancaster-Lebanon IU 13Barbara Smith


[email protected]


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

A. Template task (include number, type, level): Insert the Argumentation template task you selected exactly as it is worded.

Task 2: [Insert question] After reading _____ (literature or informational texts), write a/ an _________(essay or substitute) that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position. (Argumentation/Analysis)

B. Standards: The Literacy Design Collaborative has already identified the CCSS “built in” to all Argumentation Tasks. Please select which (if any) “When Appropriate” Common Core State Standards are included in the Argumentation task/module you developed..

COMMON CORE STATE STANDARDSREADING STANDARDS FOR ARGUMENTATION

“Built-in” Reading Standards “When Appropriate” Reading Standards1- Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.

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

2- Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.

5- Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g., section, chapter, scene, or stanza) relate to each other and the whole.

4- Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.

6- Assess how point of view or purpose shapes the content and style of a text.

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

7- Integrate and evaluate content presented in diverse formats and media, including visually and quantitatively, as well as in words.8- Delineate and evaluate the argument and specific claims in a text, including the validity of


the reasoning as well as the relevance and sufficiency of the evidence.9- Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

WRITING STANDARDS FOR ARGUMENTATION“Built-in” Writing Standards “When Appropriate” Writing Standards

1- Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.

2- Write informative/explanatory texts to examine and convey complex ideas and information clearly and accurately through the effective selection, organization, and analysis of content.

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

3- Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

5- Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.

6- Use technology, including the Internet, to produce and publish writing and to interact and collaborate with others.

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

7- Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.

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

8- Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.

Content Standards: Insert appropriate content standards as defined by your state/district. Number Content Standard(s)1.1.8.E Expand a reading vocabulary by identifying and correctly using idioms

and words with literal and figurative meanings. Use a dictionary or related reference.

1.1.8.G Demonstrate after reading understanding and interpretation of both fiction and nonfiction text, including public documents.

1.1.8.H Demonstrate fluency and comprehension in reading.1.2.8.A Read and understand essential content of informational texts and

documents in all academic areas.1.3.8.A Read and understand works of literature.1.3.8.B Analyze the use of literary elements by an author including

characterization, setting, plot, theme, point of view, tone and style.1.3.8.C Analyze the effect of various literary devices.1.3.8.F Read and respond to nonfiction and fiction including poetry and drama.1.4.8.C Write persuasive pieces.1.5.8.A Write with a sharp, distinct focus.1.5.8.B Write using well-developed content appropriate for the topic.1.5.8.C Write with controlled and/or subtle organization.1.5.8.D Write with an understanding of the stylistic aspects of composition.


1.5.8.E Revise writing after rethinking logic of organization and rechecking central idea, content, paragraph development, level of detail, style, tone and word choice.

1.5.8.F Edit writing using the conventions of language.

Content Standards Source: Pennsylvania Department of EducationAcademic Standards for Reading, Writing, Speaking, and Listening

C. Teaching Task: Design your teaching task. Background to share with students: Have you ever had the same experience as a friend but had very points of view about it? Public opinion surrounding Lincoln’s presidency and assassination varied widely. In this module, we will explore the question, Does Walt Whitman adequately portray the sense of loss felt by Americans after Abraham Lincoln’s assassination?

You will read an excerpt from “Lincoln: A Photobiography” in the literature book that focuses solely on the assassination of Abraham Lincoln and its effect on American citizens during this time. We will then read and analyze Walt Whitman’ “O’ Captain, My Captain.” You will summarize each stanza and make connects to “Lincoln: A Photobiography.”

Prompt: Does Walt Whitman adequately portray the sense of loss felt by Americans after Abraham Lincoln’s assassination? After reading “O’ Captain, My Captain” and other informational texts, write an essay that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Reading texts: See Materials List

Extension (optional):


Teaching task Rubric (Argumentation)Scoring

ElementsNot Yet Approaches Expectations Meets Expectations Advanced

1 1.5 2 2.

5 3 3.5

4

FocusAttempts to address

prompt, but lacks focus or is off-task.

Addresses prompt appropriately and

establishes a position, but focus is uneven.

Addresses prompt appropriately and maintains a clear, steady focus. Provides a generally convincing position.

Addresses all aspects of prompt appropriately with a consistently

strong focus and convincing position.

Controlling Idea

Attempts to establish a claim, but lacks a clear purpose. (L2) Makes no

mention of counter claims.

Establishes a claim. (L2) Makes note of counter

claims.

Establishes a credible claim. (L2) Develops claim and

counter claims fairly.

Establishes and maintains a substantive and credible claim or

proposal. (L2) Develops claims and counter claims fairly and

thoroughly.

Reading/ Research

Attempts to reference reading materials to

develop response, but lacks connections or

relevance to the purpose of the prompt.

Presents information from reading materials relevant

to the purpose of the prompt with minor lapses

in accuracy or completeness.

Accurately presents details from reading materials

relevant to the purpose of the prompt to develop argument

or claim.

Accurately and effectively presents important details from

reading materials to develop argument or claim.

Development

Attempts to provide details in response to the

prompt, but lacks sufficient development or relevance to the purpose of the prompt. (L3) Makes

no connections or a connection that is

irrelevant to argument or claim.

Presents appropriate details to support and

develop the focus, controlling idea, or claim, with minor lapses in the reasoning, examples, or explanations. (L3) Makes a connection with a weak or unclear relationship to

argument or claim.

Presents appropriate and sufficient details to support

and develop the focus, controlling idea, or claim. (L3)

Makes a relevant connection to clarify argument or claim.

Presents thorough and detailed information to effectively support

and develop the focus, controlling idea, or claim. (L3)

Makes a clarifying connection(s) that illuminates argument and

adds depth to reasoning.

Organization

Attempts to organize ideas, but lacks control of

structure.

Uses an appropriate organizational structure

for development of reasoning and logic, with minor lapses in structure

and/or coherence.

Maintains an appropriate organizational structure to

address specific requirements of the prompt. Structure

reveals the reasoning and logic of the argument.

Maintains an organizational structure that intentionally and

effectively enhances the presentation of information as

required by the specific prompt. Structure enhances development of the reasoning and logic of the

argument.Conventions Attempts to demonstrate

standard English conventions, but lacks cohesion and control of grammar, usage, and

mechanics. Sources are used without citation.

Demonstrates an uneven command of standard

English conventions and cohesion.

Uses language and tone with some inaccurate,

inappropriate, or uneven features. Inconsistently

Demonstrates a command of standard English conventions and cohesion, with few errors. Response includes language and tone appropriate to the

audience, purpose, and specific requirements of the prompt. Cites sources using

Demonstrates and maintains a well-developed command of standard English conventions and cohesion, with few errors.

Response includes language and tone consistently appropriate to

the audience, purpose, and specific requirements of the


cites sources. appropriate format with only minor errors.

prompt. Consistently cites sources using appropriate

format.

Content Understanding

Attempts to include disciplinary content in

argument, but understanding of content

is weak; content is irrelevant, inappropriate,

or inaccurate.

Briefly notes disciplinary content relevant to the prompt; shows basic or

uneven understanding of content; minor errors in

explanation.

Accurately presents disciplinary content relevant to

the prompt with sufficient explanations that demonstrate

understanding.

Integrates relevant and accurate disciplinary content with

thorough explanations that demonstrate in-depth

understanding.


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

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

LDC Example Skills List

Specific SkillsWhat skills are

essential?

Student Skills Defined (“Ability to…”)How do you define/describe those skills?

Skills Cluster 1: Preparing for the Task 1. Bridging

ConversationAbility to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

2. Task analysis Ability to understand and explain the task’s prompt and rubric.

3. Project planning Ability to plan so that the task is accomplished on time.

Skills Cluster 2: Reading Process1. Reading “habits of

mind”Ability to select appropriate texts and understand necessary reading strategies needed for the task.

2. Essential vocabulary Ability to apply strategies for developing an understanding of a text by locating words and phrases that identify key concepts and facts, or information.

3. Note-taking Ability to read purposefully and select relevant information; to summarize and/or paraphrase.

4. Organizing notes Ability to prioritize and narrow notes and other information.

Skills Cluster 3: Transition to Writing1. Bridging

ConversationAbility to transition from reading or researching phase to the writing phase.

Skills Cluster 4: Writing Process1. Initiation of task Ability to establish a controlling idea and consolidate

information relevant to task.2. Planning Ability to develop a line of thought and text structure

appropriate to an argumentation task.3. Development Ability to construct an initial draft with an emerging line of

thought and structure.4. Revision Ability to apply revision strategies to refine development of

argument, including line of thought, language usage, and tone as appropriate to audience and purpose.

5. Editing Ability to apply editing strategies and presentation applications.


Section 3: What Instruction?How will teachers teach students to succeed on the teaching task?

All LDC instructional ladders have mini-tasks (prompt, product and mini-task scoring), instructional strategies and pacing. The following is an example instructional ladder. Module developers can adopt, adapt or delete the approaches for each section in order to build their own mini-tasks, instructional strategies and pacing to teach to skills identified in Section 2.

LDC INSTRUCTIONAL LADDER 1Skills Cluster 1: Preparing for the Task

Optional Pre-test: Administer classroom assessment as pre-test if need to gather information. Read the poem, “Mother to Son” by Langston Hughes. Does the metaphor in this poem accurately describe life’s struggles? Provide details from the poem to support your claim.

1. Bridging conversation: Ability to connect the task and new content to existing knowledge, skills, experiences, interests, and concerns.

Mini-task Prompt: In a quick write, write your first reaction to the task prompt. What

strategies might you use to gain knowledge of the issue and form an opinion?Collins: Type 1 Writing – Brainstorm List

Product: short response (5-8 items) Mini-task scoring: No scoring

Instructional strategies Teach or review content required for the task depending on when in the sequence

they teach the content – before or during the production of the task. Conduct a seminar to help students focus on the task’s question or ideas and to

“open” their minds to possible ways of thinking about the prompt.

Pacing 1 day

2. Task analysis: Ability to understand and explain the task’s prompt and rubric.

Mini-task Prompt: Introduction of Module

What do you need to know and know how to do to accomplish this task?What materials will you need to accomplish this task?Which text structure best fits this task?

Product: Short response (list 5 items) Mini-task scoring: No scoring


Instructional strategies Review each student’s response to ensure she/he understands the task. Ensure

relevant reading material is selected or provided. Have students share responses so that students can hear/know what each other is

doing and encourage them to help each other when appropriate. Discuss in detail the prompt, type of writing and structure, the product, and the

rubric.

Pacing 1day

3. Project planning: Ability to plan so that the task is accomplished on time.

Mini-task Prompt: Create a project timeline. Product: Timeline Mini-task scoring:

Meets Not yetCreates a “doable” timeline that paces reading and writing processes.

Attempts to meet the criteria for “meets.”

Instructional strategies Model a common or sample timeline & homework. Provide students with a timeline template. Discuss the importance of planning.

Pacing 1 day

Skills Cluster 2: Reading Process

1. Reading “habits of mind”: Ability to select appropriate texts and understand necessary reading strategies needed for the task.

Mini-task Prompt: 1) Identify sources you will use and note how each source relates to your

task. 2) Note sources in bibliographic format (if applicable).

Mini-task scoring:Meets Not yet

Selects appropriate text(s) for task (if applicable). Writes in readable prose.


Instructional strategies Students will be given teacher-selected texts and video clips relevant to the task. Demonstrate reading strategies relevant to a type of text to prepare students for

next steps in the ladder: highlight main idea, margin notes, and summarizing sections of a text.

Pacing 2days


2. Essential vocabulary: Ability to apply strategies for developing an understanding of a text by locating words and phrases that identify key concepts and facts, or information.

Mini-task Prompt: In your notebook, identify key words or phrases as you read and define

them denotatively and connotatively in context of the passage in the work you are reading. Add terms we identified as the “language of the discipline.”

Product: Vocabulary notebook entries Mini-task scoring:

Meets Not yet Identifies vocabulary, phrases and notes their

denotative meaning and, if applicable, their meaning in context of the passage(s).

Writes in readable prose.


Instructional strategies Teach strategies for understanding words in context. Introduce or review relevant terms used in the discipline (“Lincoln: A

Photobiography”: Summarizing and tone, “O’ Captain, My Captain”: extended metaphor, repetition, irony, tone, stanzas, symbolism).

Pacing 2 days

3. Note-taking: Ability to read purposefully and select relevant information; to summarize and/or paraphrase. Mini-task

Prompt: Using a note taking method, select information (passages, facts, data) relevant to the task; list (bullet) each source and note relevant information.

L2 What strategies will you use to discern “credible sources”?L3 Why is it important in the process of inquiry to “identify gaps” or “unanswered questions” about the topic?

What does “plagiarism mean and what strategies can you use to avoid it?” Model using in-text citations to document your sources.

The following tools can be referenced in the writer’s notebook:

Summarize sections of “Lincoln: A Photobiography” – focus on Freedman’s tone and connection to task

Analysis of “O’ Captain, My Captain” – focus on metaphor, extended metaphor, repetition, irony

Photobiography and poem summary/evidence chart Highlight evidence found in “Northerners Reaction to Lincoln’s

Assassination” & “The War Ends: A Small Town’s Reaction” as well as the video clips from Safari Montage.

Product: Notes & short response Mini-task scoring:

Meets Not yet Accomplishes task by selecting relevant source

material to support controlling idea (include L2 and Attempts to meet the criteria for “meets.”


3 if applied to task). Answers question about plagiarism correctly and

provides appropriate strategies for avoiding it. Writes in readable prose.

Instructional strategies Review policy for plagiarism and develop students’ understanding of it. Provide students with a note taking method(s) and graphic organizer. Discuss the term “relevant” and what it means stay on task - two demands

embedded in the rubric. Teach strategies for identifying and selecting source material in the form of

quotes, passages, data, etc. as it relates to a controlling idea and task – give students strategies for avoiding “highlight sprawl.

If teaching Levels 2 and/or 3, discuss the demands embedded in these levels as well.

Identify any gaps or unanswered questions as you do you read about your topic.

Pacing 4-6 days

4. Organizing notes: Ability to prioritize and narrow supporting information.

Mini-task Prompt: Prioritize relevant information in your notes on which to build your

sequence or process by utilizing an outline. Students will not only choose relevant information, but will also organize it according to their body paragraphs.

Product: Notes and graphic organizer Mini-task scoring:

Meets Not yet Provides a prioritized set of notes that connect

points for logic structure or line of thought. Suggests implications drawn from information about

the issue or topic. Writes in readable prose.


Instructional strategiesStudents prioritize by creating topic sentences to illustrate their argument.

Pacing 2 days

Skills Cluster 3: Transition to Writing

1. Bridging Conversation: Ability to transition from reading or researching phase to the writing phase.

Mini-task


Prompt: Choose your most reliable, relevant sources, reread the task, and discuss with a partner whether or not the information is accurate and is answering the prompt.

Product: Short response (with bullets) class work Mini-task scoring: No scoring

Instructional strategies Review professional or other samples of writing type and structure. Deconstruct professional samples of the type of writing students will engage in:

o Demonstrate patterns of development (e.g. from most important to least important)

o Note the difference between a claim and a controlling idea or thesiso Note the difference between an “explanation” and an “argument”o Analyze purpose and audienceo Analyze tone and language choiceso Evaluate effectiveness – Do you get the information and explanation you

expect? Why? Discuss the prompt and what students need to do to complete the writing portion. Refer to rubric – point out demands and qualities of performance.

Pacing 1 day

Skills Cluster 4: Writing Process

1. Initiation of task: Ability to establish a controlling idea and consolidate information relevant to task.

Mini-task Prompt: Students will review their resources and information to formulate a thesis

statement to use in their introduction. It must include their support towards the prompt.

Product: Thesis statement Mini-task scoring:

Meets Not yet Writes a concise summary statement or draft

opening that establishes a controlling idea and identifies key points that support development of information and/or explanation.

Writes in readable prose.


Instructional strategies Show students’ introductory paragraph possibilities from professional works. Identify the hook, background information leading to the task, and thesis

statement in other works. Demonstrate or provide a check-list for the “ingredients” of an opening paragraph,

such as author’s name, title of poem, background knowledge of Whitman, and concluding with a strong thesis statement.

Collectively write a summary demonstrating a controlling idea with key points that support the development of the explanation.


Pacing 1 day

2. Planning: Ability to develop a line of thought and text structure appropriate to an argumentation task.

Mini-task Prompt: Create an outline including key elements drawn from your reading or

research and order them in some logical way (teacher provided outline to students).

Product: Outline/plan Mini-task scoring:

Meets Not yet Applies an outline strategy to develop reasoning for

argument. Provides citations and references with elements for

correct form. Draws a credible implication from information about

an issue or topic. Writes in readable prose.

Attempts to meet the criteria for “meet.”

Instructional strategies Use discussion-based strategies to develop thinking relevant to prompt. Have students connect ideas among the arts, literature, events.

Pacing 1 day

3. Development: Ability to construct an initial draft with an emerging line of thought and structure.

Mini-task Prompt: Redraft an opening for your composition with one or more paragraphs

that establishes the controlling idea and provides a lead in for your reader. Write an initial draft to include (an introduction with thesis statement, 3 body paragraphs in order of relevance, and a conclusion; L2 will include a rebuttal in 2nd

or 3rd body paragraph; L3: will form an additional body paragraph highlighting a similar event in history).

Product: First draft Mini-task scoring:

Meets Not yet Provides an opening to include a controlling idea

and an opening strategy relevant to the prompt. Provides an initial draft with all elements of the

prompt addressed. Writes in readable prose.


Instructional strategies How to open and end an argumentation composition. Use of template for all levels to guide students through first draft.


Pacing 2 days

4. Revision: Ability to apply revision strategies to refine development of argument, including line of thought, language usage, and tone as appropriate to audience and purpose.

Mini-task Prompt: Apply revision strategies for clarity, logic, language, cohesion (students

should do at least 2 drafts). Be sure to include and review citations within the paragraphs to show your sources.

Product: Revised drafts (2 or more)/ completed FCA checklist) Mini-task scoring

Meets Not yet Demonstrates use of revision strategies that clarify

logic and development of ideas; embeds relevant details; improves word-usage and phrasing; and creates smooth transitions between sentences and paragraphs.

Applies a text structure to organize reading material content and to explain key points related to the prompt.


Instructional strategies Develop ways to manage revision process so that students get feedback in timely

and helpful ways. Student-led revision session utilizing the editing checklist with the Focus

Correction Areas (FCAs) both with a peer and independently Peer feedback on clarity of thinking and development of claim/argument Read-aloud for peer and adult feedback Strategies for embedding information – citation methods, quoting, paraphrasing

Pacing 1 day

5. Editing: Ability to apply editing strategies and presentation applications.

Mini-task Prompt: Finalize draft for the readership; apply finishing touches (e.g. visuals,

neatness, formatting, copy editing). Product: Typed final draft Mini-task scoring

Meets Not yet Demonstrates use of strategies that enhance the

readability and appearance of the work for presentation.


Instructional strategies Use of error analysis to encourage self-correction of language usage and

grammatical errors


Use of copy-editing mark

Pacing 6 days

Final Draft: Submit your final draft before or on due date for scoring and feedback.


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

For Teachers For Students Instructional PowerPoint for

“Lincoln: A Photobiography” and “O’ Captain My Captain”

Notebook file for Citations (Smartboard)

Citation directions obtained from citationmachine. net

McDougal Littell textbook

“The Civil War Ends – A Small Town’s Reaction, 1865” EyeWitness to History, 2011. Web. 6 Mar 2011. www.eyewitnesstohistory.com (2004).

Freedman, Russell. "Lincoln: A Photobiography." The Language of Literature. Ed. McDougal Littell. Evanston, Il: Houghton Mifflin, 2006. Print.

“The Lincoln Assassination.” Safari Montage. Web 15 Mar 2011. http://safari.iu13.org/SAFARI/montage/play.php

“Northerner’s Reaction to Lincoln’s Assassination.” History Engine. University of Richmond, 2008. Web. 6 Mar 2011. http://historyengine.richmond.edu/

Whitman, Walt. "O Captain My Captain” The Language of Literature. Ed. McDougal Littell. Evanston, Il: Houghton Mifflin, 2006. Print.


http://historyengine.richmond.edu/

http://www.eyewitnesstohistory.com/

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

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

B. Classroom assessment task (Optional): Design a classroom assessment task using the same template task as the one you will be teaching.

Background to share with students:

Prompt:

LDC Argumentation Classroom Assessment RubricMEETS EXPECTATIONS

Focus Addresses the prompt and stays on task; provides a generally convincing response.

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

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

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

Organization Applies an appropriate text structure that develops reasons.Conventions Demonstrates a command of standard English conventions and

cohesion; employs language and tone appropriate to audience and purpose.

NOT YETFocus Attempts to address prompt, but lacks focus or is off-task.Reading/Research Demonstrates weak use of reading material to develop

argument.Controlling Idea Establishes a claim and attempts to support an argument but is

not convincing; (L2) Attempts to acknowledge competing arguments.

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


Organization Provides a weak text structure; composition is confusing.Conventions Demonstrates a weak command of standard English

conventions; lacks cohesion; language and tone are not appropriate to audience and purpose.


Teacher Work SectionWhat now, what next?

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

Students who need special accommodations in regards to reading and writing received guided instruction during independent note taking and were given an adapted outline prior to writing their paper.

Teacher designated the students to complete the L2 and L3 assignments.

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

Revision of task: Does Walt Whitman adequately portray the sense of loss felt by Americans after Abraham Lincoln’s assassination? After reading “O’ Captain! My Captain” write an essay that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views, L3 Give examples from past or current events or issues to illustrate and clarify your position.

Another option: Are the extended metaphors in the poem adequate symbols of Lincoln’s presidency and assassination? After reading “O’ Captain! My Captain” write an essay that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views, L3 Give examples from past or current events or issues to illustrate and clarify your position.

Appendix

The attached materials support teaching this module


Name: ____________________________________

Date: ___________________

Section: ________________

Argumentation Module:The Extended Metaphors in “O’ Captain, My Captain”

Background Information: “Oh’ Captain, My Captain” is one of Walt Whitman’s most famous poems. Whitman not only shows his own remorse for the loss of Lincoln, but also represents the somber feelings of many Americans during a time when the country should have been celebrating the Union Victory. By comparing Lincoln to the Captain of a ship, Whitman uses this among other extended metaphors to speak for the nation. Students are to determine if Whitman was justified in his comparisons.

Your Task: Does Walt Whitman’s use of extended metaphors adequately portray the sense of loss felt by Americans after Abraham Lincoln’s assassination? After reading “Oh Captain, My Captain,” write an essay that addresses the question and support your position with evidence from the text(s).

Think about:

What do you need to know and know how to do to accomplish this task?

What materials will you need to accomplish this task?

Which text structure best fits this task?

Name: ______________________Date: _______________

Analysis of O Captain! My Captain!by Walt Whitman

Argumentative Task 2: Are Walt Whitman’s extended metaphors accurate comparisons portraying the feelings of Americans after Abraham Lincoln’s assassination? After reading “Oh Captain, My Captain,” write an essay that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give an example of another extended metaphor to illustrate a leader and the feelings of Americans after the loss of that leader.

Metaphor (define): ______________________________________________Example: The child’s eyes were stars on Christmas morning.

Extended Metaphor: when two people, places, or things are _________________ at some length and in several in a work of literature. Usually not directly stated in one line or sentence.Example: Algernon, the mouse, representing Charlie Gordon.

Repetition: Used by poets to __________________ the point or purpose for writing.

Irony: The _________________ (difference) between what is expected to happen in a poem or narrative and what actually exists. Types include situational, dramatic, and verbal.

Directions: Following today’s reading and discussion of Lincoln and the Civil War, re-read “O Captain! My Captain!” on the following page and complete questions 1-4.

1. In the chart below, determine the meaning of each extended metaphor.

Extended Metaphor Meaning

captain

ship

storm

arrival of ship at port

prize

“On the deck my Captain lies, fallen cold and dead.”

2. Underline all examples of repetition that occur throughout the poem.Choose two examples of repetition and explain why Whitman chose to emphasize those specific lines/words. What points are being emphasized?

3. Re-read the second stanza. Describe what Whitman is saying in this stanza and describe what irony occurs here in the poem. Use one or two lines in the poem to support your response.

4. Next to each stanza summarize in one two sentences the event or feeling that is taking place.

5. Next to each stanza, find support from “Lincoln: a Photobiography” to prove Whitman’s comparisons?

O Captain! My Captain!By: Walt Whitman

O CAPTAIN! my Captain! our fearful trip is done; The ship has weather’d every rack, the prize we sought is won; The port is near, the bells I hear, the people all exulting, While follow eyes the steady keel, the vessel grim and daring: But O heart! heart! heart! 5 O the bleeding drops of red, Where on the deck my Captain lies, Fallen cold and dead.

O Captain! my Captain! rise up and hear the bells; Rise up—for you the flag is flung—for you the bugle trills; 10For you bouquets and ribbon’d wreaths—for you the shores a-crowding; For you they call, the swaying mass, their eager faces turning; Here Captain! dear father! This arm beneath your head; It is some dream that on the deck, 15 You’ve fallen cold and dead.

My Captain does not answer, his lips are pale and still; My father does not feel my arm, he has no pulse nor will; The ship is anchor’d safe and sound, its voyage closed and done; From fearful trip, the victor ship, comes in with object won; 20 Exult, O shores, and ring, O bells! But I, with mournful tread, Walk the deck my Captain lies, Fallen cold and dead.

Task 2 Outline

Argumentative Task 2: Does Walt Whitman’s use of extended metaphors adequately portray the sense of loss felt by Americans after Abraham Lincoln’s assassination? After reading “O’ Captain, My

Stanza from “O’ Captain,

My Captain” by Walt

Whitman

Summary of this stanza

1) Evidence from “Lincoln: A Photobiography” by Russell Freedman, with (page #)

Stanza 1

Stanza 2

Stanza3

Captain,” write an essay that addresses the question and support your position with evidence from the text(s). L2 Be sure to acknowledge competing views. L3 Give examples from past or current events or issues to illustrate and clarify your position.

Introduction: Who was Walt Whitman? What was the purpose of Whitman’s poem? What were the feelings of American’s in the Union after the assassination? (Remember: Lincoln was the first president assassinated in America).

Thesis Example: Through extended metaphors, Walt Whitman accurately portrays the sense of loss felt by Americans after the assassination of President Lincoln in his poem “O Captain! My Captain!”

Body 1: Connect stanza one to research findings

Body 2: Connect stanza two to research findings

Body 3: Connect stanza three to research findings

Conclusion: Restate thesis. Summarize the mixed-emotions of Americans after April 14, 1865? Closing thoughts!

L2: Include competing view within Body 2 where you see fit.

L3: Additional body paragraph (Body 4)

Outline: Introductory Paragraph

Hook (Sentence #1)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Major topics to be covered (Sentences #2-4) Who was Walt Whitman? What was the purpose of Whitman’s poem? What were the feelings of American’s in the Union after the assassination? (Remember: Lincoln was the first president assassinated in America).

1. _________________________________________________________________________________________

_________________________________________________________________________________________

2. _________________________________________________________________________________________

_________________________________________________________________________________________

3. _________________________________________________________________________________________

_________________________________________________________________________________________

Thesis Statement (last sentence)

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Outline: Body Paragraphs

Body Paragraph #1

Topic Sentence

_________________________________________________________________________________________________

_________________________________________________________________________________________________

Explanation of Stanza 1/ Supporting Details

4. _________________________________________________________________________________________

_________________________________________________________________________________________

5. _________________________________________________________________________________________

_________________________________________________________________________________________

Research to support your idea:

6. _________________________________________________________________________________________

_________________________________________________________________________________________

Body Paragraph #2

Topic Sentence

_________________________________________________________________________________________________

_________________________________________________________________________________________________


1. _________________________________________________________________________________________

_________________________________________________________________________________________

2. _________________________________________________________________________________________

_________________________________________________________________________________________

Research to support your idea:

3. _________________________________________________________________________________________

_________________________________________________________________________________________

Body Paragraph #3

Topic Sentence

_________________________________________________________________________________________________

_________________________________________________________________________________________________


1. ________________________________________________________________________________________

_________________________________________________________________________________________

2. ________________________________________________________________________________________

_________________________________________________________________________________________Research to support your idea:

3. ________________________________________________________________________________________

_________________________________________________________________________________________

Conclusion

Restate Thesis: ____________________________________________________________________________

____________________________________________________________________________

Restate Three Major Points1. _____________________________________________________________________________________________________

__________________________________________________________________

2. ___________________________________________________________________________________

___________________________________________________________________________________

3. _____________________________________________________________________________________________________

___________________________________________________________________

Closing Thoughts:_______________________________________________________________________________________

_______________________________________________________________________________________

_______________________________________________________________________________________

Joe Student

Communication Arts, Section 4

Mrs. Bullock

April 11, 2011

Extended Metaphors in “O Captain! My Captain!”

Works Cited

“The Civil War Ends – A Small Town’s Reaction, 1865” EyeWitness to History, 2011.

Web. 6 Mar 2011. www.eyewitnesstohistory.com (2004).

Freedman, Russell. "Lincoln: A Photobiography." The Language of Literature. Ed.

McDougal Littell. Evanston, Il: Houghton Mifflin, 2006. Print.

“The Lincoln Assassination.” Safari Montage. Web 15 Mar 2011.

http://safari.iu13.org/SAFARI/montage/play.php

“Northerner’s Reaction to Lincoln’s Assassination.” History Engine. University of

Richmond, 2008. Web. 6 Mar 2011. http://historyengine.richmond.edu/

Whitman, Walt. "O Captain! My Captain!” The Language of Literature. Ed. McDougal

Littell. Evanston, Il: Houghton Mifflin, 2006. Print.

http://historyengine.richmond.edu/

http://www.eyewitnesstohistory.com/

Name: _________________________ Date Due: ______________

Subject of Writing Piece: ______________________

Editing Checklist – Use with FCA’s

1. Circle three places where you have utilized research to connect to the poem.

2. Underline the thesis in your introduction and the restated thesis in your conclusion.

3. Highlight where you have properly punctuated an in-text citation.

Use the checklist below to edit each paragraph.

Intro Body 1 Body 2 Body 3 ConclusionCheck spelling

Eliminate contractions (like don’t, can’t)Check ending punctuationCheck capitalization

________ Eliminate phrases like these: “I am going to tell you about…” “In this paragraph…” “These are the reasons why…” - Replace with transition words, or a clearer phrase

*Use your transition word list (avoid – first, next, last)

________ Eliminate/reword: things, stuff – what do you really mean?

_________ Eliminate writing in first: I or second person: you - use one, reader’s, or citizens)

________ Reference Whitman as Walt Whitman the first time mentioned in your introduction.

Every other time throughout the paper as Whitman, or use his full name again only in a topic

sentence. Same with Lincoln!

If you are typing your final copy, follow the format below:

Jane Doe

Communication Arts, Section 1

Ms. Bullock

April 7, 2011

The Extended Metaphors of “O Captain! My Captain!”

4. While typing your paper:

_____ double space lines

_____ Time New Roman Font, Size 12

_____ two spaces after a period, question mark, or exclamation point

_____ one space after a comma (no spaces before a comma)

_____ paragraphs start on a new line (hit “enter” once for a new paragraph)

_____ every paragraph is indented (by hitting “tab” once)

5. _____ Spell Check

6. _____ Print

7. _____ Read aloud and make final corrections

8. _____ Have a peer editor read aloud to you and make final corrections

___________________________

(Partner’s Signature)

9. _____ Print final copy, staple, and give to teacher.

* * * * * *

If handwriting your paper:

Use the same format above. Double space, skip lines, and stay between side margins.

Follow the same partner procedures.

lbd template modules: an introduction · web viewreading texts: see materials list. extension...

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