Freedom Comp Comp: Lesson 1

A few introductory ideas:

Congress shall make no law respecting an establishment of religion, or prohibiting the free exercise thereof; or abridging the freedom of speech, or of the press; or the right of the people peaceably to assemble, and to petition the Government for a redress of grievances. First Amendment to the U.S. Constitution We hold these truths to be self-evident, that all men are created equal, that they are endowed by their Creator with certain unalienable Rights, that among these are Life, Liberty, and the pursuit of Happiness The Declaration of Independence

Big questions that this curriculum will address:

What is this freedom? How do we protect it? How can it be restricted? Why is it sometimes limited? Why is it sometimes violated?

I. Note Taking: The goal with note taking is to teach students to not just identify whats important, but to condense as much important detail as possible into as little space as possible. In this lesson, you will use the note taking activity as an assessment. Here are some steps you can take: Give the student a copy of the textual reading on The Basics of Freedom. Tell the student that you will be taking notes over this article. Writing on the article, underlining, and highlighting are encouraged. On a sheet of paper, tell the student that he or she may write ONLY three to five notes on this article. It is common that students will simply copy three to five of the most important details from the text; that is expected in this first lesson. If your student is much ore advanced than that, you might find yourself needing to skip some of the lessons that follow in the note taking sequence and simply use those lessons as practice for note taking. Afterwards, review both the reading and the notes with the student. Make sure the student has a good understanding of the reading. With the notes, point out ways that you plan to help the student become more detailed in note taking without actually writing long notes.

Textual Reading One: The Basics of Freedom

Rights were crucial to Americas founding. Because their rights in England were threatened, many future Americans left their homeland to form new colonies in a strange land. And because their rights were threatened, the colonists declared independence from England and created a new nation to secure those rights. The First Amendment protects rights essential to democratic government and those rights Americans hold most dear: freedom of religion, speech, the press, assembly and petition. The First Amendment tells the government to keep its hands off our religion, our ideas, our ability to express ourselves. Congress shall make no law means that as far as possible the government may not interfere with our fundamental rights. The government may not pass laws that take away our freedoms. The First Amendment affirms the freedom of the individual. American government is based upon the concept that all human beings are born with certain rights or freedoms. The First Amendment guards these rights by prohibiting the government from denying citizens their rights. The government does not give us our rights. Its role is to guard the rights that we already have. When faced with unpopular views or unrefined speech, members of the public may ask, Why doesn't the government do something about that? The answer? Neither government nor a majority of the public has the authority to stop an unpopular idea. Because the First Amendment belongs to everyone to each individual it encourages us to respect the right of others to hold their viewpoints and religious beliefs. The First Amendment protects minority viewpoints and helps us to understand that limiting the rights of some people may eventually limit the rights of all. Freedom of expression is the cornerstone of democracy. The First Amendment is based on the premise that people who can freely share information (especially about their government) will be informed and able to make sound choices about what leaders to elect, what forms of government they want, what laws to enact. The freedom to exchange information about the government enables people to seek alternatives to bad government. In the marketplace of ideas, we may choose which views to support and which ones to reject. When all ideas are allowed to flourish, we as individuals may decide what ideas and concepts to question, embrace or reject. No law does not mean absolutely no law. For instance, human sacrifice cannot be permitted in the name of freedom of conscience. The Supreme Court has affirmed that some limits must be placed on our freedoms. The government, for example, may regulate the time, place and manner, but not regulate solely on the basis of the content of our beliefs, ideas, and expressions. We may need to hold a permit before we march in support of a particular cause, but we should not have to worry about the government telling us we have no right to believe in that cause or express that idea. Sometimes the government plays a role in balancing our rights. When two rights collide, tension and controversy may result. What happens, for example, when a person's right to a fair trial conflicts with our right to learn if a fair trial is actually taking place through accounts reported in our free press? What happens when an individuals right to personal privacy conflicts with the free flow of information? The government (through the courts) may make decisions that protect both rights to the fullest extent possible.

II. Prose Reading with Annotation: Next, your student will be reading a selection of prose. Your first goal with this is to teach the student to annotation skills. What is annotating? Annotating means to add notes to something, so annotations are anything you write while reading. Annotation is something that is particularly important to do while you are reading non-fiction texts (the kind of things read in an English class) or news articles (the kind of things that are used to supplement a lesson in a social science class) What annotating is NOT: What we are NOT trying to do in annotation is simply explain what is happening. This is called summarizing. Summary is an important skill, but the goal with annotation is to really take thoughtful notes on what you read, not just write down what is happening. Types of annotation: There are three main TYPES of annotations: Symbols (stars, smiley faces, exclamations points, and arrows), Underlining, and Words. Of course, there are endless things that you can write down about what you read. In general, these notes can fit into five categories that are explained in detail in the What do I Annotate handout. Todays Lesson: Today, your goal with annotation skills is to simply get the student to write on the text. You will focus on only three types of annotations: underlining/highlighting important details using simple symbols writing down emotional reactions. Modeling: You should model the annotation skill with at least the first few paragraphs of the reading. As you read aloud, youll want to underline interesting lines from the text and put symbols in the margin next to key details (like a star or an exclamation point). As far as words, youll only write down your emotional reactions as you read today. Point the student to the first three lines of the What do I Annotate handout. Gudied Practice: Lead the student to practice the same skills as you work through the second half of the story. Assign the student to read the prose passage for lesson two for homework. The student should apply the same annotation techniques that you introduced today.

Prose Reading One:

from Rosa Parks: My Story

When I got off from work that evening of December 1st, I went to Court Square as usual to catch the Cleveland Avenue bus home. I didnt look to see who was driving when I got on, and, by the time I recognized him, I had already paid my fair. It was the same driver who had put me off the bus back in 1943, twelve years earlier. He was still tall and heavy, with red, rough-looking skin. And he was still mean-looking. I didnt know if he had been on that route beforethey switched the drivers around sometimes. I do know that most of the time if I saw him in a bus, I wouldnt get on it. I saw a vacant seat in the middle section of the bus and took it. I didnt even question why there was a vacant seat even though there were quite a few people standing in the back. If I had thought about it at all, I would probably have figured maybe someone saw me get on and did not take the seat but left it vacant for me. There was a man sitting next to the window and two women across the aisle. The next stop was the Empire Theater, and some whites got on. They filled up the white seats, and one man was left standing. The driver looked back and noticed the man standing. Then he looked back at us. He said, Let me have those front seats, because they were the front seats of the black section. Didnt anybody move. We just sat right where we were, the four of us. Then he spoke a second time: Yall better make it light on yourselves and let me have those seats.

The man in the window seat next to me stood up, and I moved to let him pass by me. And then I looked across the aisle and saw that the two women were also standing. I moved over to the window seat. I could not see how standing up was going to make it light for me. The more we gave in and complied, the worse they treated us. I thought back to the time when I used to sit up all night and didnt sleep, and my grandfather would have his gun right by the fireplace, or if he had his one-horse wagon going anywhere, he always had his gun in the back of the wagon. People always say that I didnt give up my seat because I was tired, but that isnt true. I was not tired physically, or no more tired than I usually was at the end of the day. I was not old, although some people have an image of me as being old then. I was forty-two. No, the only tired I was, was tired of giving in. The driver of the bus saw me still sitting there, and he asked was I going to stand up. I said, No. He said, Well, Im going to have you arrested. Then I said, You may do that. These were the only words we said to each other. I didnt even know his name, until we were in court together. He got out of the bus and stayed outside for a few minutes, waiting for the police. As I sat there, I tried not to think about what might happen. I knew that anything was possible. I could be manhandled or beaten. I could be arrested. I did not think about all that. In fact, if I had let myself think too deeply about what might happen to me, I might have gotten off the bus. But I chose to remain.

III. Open Ended Questions to go with the prose reading: The goal today is to have students to create a detailed two-sentence TIE response to an openended comprehension question. Model the first two questions. Model how to add a second sentence to your response adding a deeper explanation. o Have the student read the first question to you. o Use the notes from your active reading to locate the part of the passage you will use in answering the question. Circle or underline what you find. o Talk out loud as you formulate a simple answer that fully re-states the question. Tell the student that since you are now going to be writing a second sentence, you want to save the details for the next sentence. o Continue talking out loud as you add a second sentence to your response. In this second sentence, emphasis a deeper answer or more explanation for your answer. To help your student with this, use a series of whys. After the first simple answer, ask Why is that important? After the student answers that question aloud, ask the question again. Repeat this procedure until you arrive at a deeper conclusion worthy of the explanation sentence. If a question asked who is someone you admire. In the last lesson, the student would have written, I admire my mom because she takes good care of me. In this lesson, the student would write: I admire my mom. She takes such good care of me by making wonderful lunches for me each day.

o After showing the process, introduce the T.I.E. concept: Transition: Re-state the question Idea: Finish the first sentence with a simple answer Explanation: Show a deeper understanding by adding another sentence o Write out the answer, using a verbal checklist to answer these questions: Did I uses capitals correctly and end with a period? Did I write a whole sentence that re-states the question? Did I add a second more detailed sentence to my answer? Guide the student through questions 3-4. In these, help the students to take the steps above. Continue to help the student add a second sentence that adds a deeper answer or more explanation to your answer. Have the student independently complete the last three questions, and assess these with a rolling rubric. If the student is ready, you may add something like o Billy will add a second sentence to his answer that adds a deeper explanation. (use the TIE format)

Rosa Parks: My Story

Open Ended Questions

1. What consequences might Rosa have experienced for her action? 2. Rosa remembers the bus driver from twelve years earlier. What does this show? 3. Why did Rosa Parks include the detail about her grandfathers gun? 4. How dramatic/confrontational was this scene? 5. How was Rosa Parks freedom violated? 6. What was the real reason that Rosa remained in her seat? Why did she emphasize this in telling her story? 7. Parks writes that The more we gave in and complied, the worse they treated us. When it comes to violations of freedom, is this true? Support your answer with specific details. 8. What myths does Rosa seek to correct in re-telling her own tale? 9. In his actions towards Rosa, did the bus driver make her a hero or a victim? 10. In this event, Rosa was surrounded by a bus full of people. Why do you think no one else stood up in her defense?

IV. Sentence Editing: Use worksheet 9A at the end of this lesson. Have the student re-write the sentences on his or her own paper (or in a notebook). Refer to the grade nine overview for more details and tips on this activity. If your student struggles with any skill in this set, make sure to provide additional practice of that skill through skill looping on wipe off sheets.

V. Writing Mini-Lesson: Four Square Introduction Today, you will extend the TIE concept that you started earlier in the lesson into the students four square paragraphs. The goal is to get students to write a more fully developed paragraph in which the student begins to use supporting ideas in a separate sentence. To get started, make sure you have at least one blank four square worksheet inserted into a wipe-off sheet (but 2-3 is probably better). Introduction: The TIE that you learned about when writing open ended questions is also really useful for writing paragraphs. In your paragraph, each of your three supporting ideas should have a two sentence TIE. Heres how it works in paragraph writing: o The T is for Transition: For now, this should just be a simple, time order word. (First, next, last, finally, second, third). Never use ly with these words. o The I is for Idea: You should finish off your first sentence with a simple statement of your supporting idea. o The E is for Explanation: You should use a more detailed (and often more complex) sentence to back up your first sentence and give examples. Modeling: Choose a simple prompt, such as If you could travel anywhere in the world, where would you go? Model how you would fill in the four square with both your ideas and your explanations for each of your three supporting ideas. Then, talk aloud as you formulate a paragraph for this prompt. As you are writing, make sure to focus on other writing concepts that you have been working on, such as types of sentences and adding vivid details. Modeling: Demonstrate to the student how you would further improve a very basic people I admire paragraph by using a TIE for each of your supporting ideas. o Start with an overly basic paragraph (show how it relates to the fours square as you are discussing) I admire many people. First, I admire my mom because she always takes good care of my sister and I. Next, I admire my dad because

he is so good a coaching baseball. Finally, I admire my uncle because he has traveled all over the world. o TIE Improved Paragraph: I admire many people. First, I admire my hard-working mom. She always takes care of all the things my sister and I need and makes us feel loved. Next, I look up to my athletic dad. He is really good at playing almost any sport, and he such a great baseball coach. Finally, I admire my Uncle. He has traveled all over the world and explored exotic places. Guide the student to through some other new prompts such as these: o If you could re-decorate your room, what would you do? o What are some of the best gifts you have ever given? o Describe a change you would like to see in your community. Why would you like to see this change? o If you were in charge of a school field trip, what would you plan? Before moving into the next activity, set up a rolling rubric for paragraph writing for your student. Sample skills may include: o Tyler will write in complete sentences, with correct capitals and end punctuation. o Tyler will fill out a four square before writing. o Tyler will write two sentences for each of his supporting ideas, using TIE

VI. News Article Reading Before your student writes journal question answers, he or she will read a news article related to the freedom theme. Your goal with these articles is to teach active reading skills for passage-based reading. With this first article, you should model most of the reading. Your goal is to get the student to actively think and respond as he or she reads each activity. One of the most important strategies you will teach focuses on how much the student should read at a time. You should have the student read one entire paragraph at a time. Then, he or she should stop to reflect on that paragraph and to act on that thought. This will keep the student more focused throughout the readings and will help him or her create a mental outline of what was read. There are three levels of active reading that we recommend. Most students should start with the first level in this lesson, but some students will be ready to dive right into the second. In all of these, its important that the student read a paragraph at a time, then stop and do something after each paragraph. Underlining should not be done during the middle of the paragraph reading. Level One: At this first level, the student writes out a full main idea for each paragraph. The main idea should use our noun, verb, word formula. As the student works on this strategy, it is better to have him or her ask what is different about this paragraph? rather than what is the main idea of this paragraph? Level Two: At this level, the student continues to think through a full main idea, but only writes down one or two words to capture that thought. Level Three: At this level, the student continues to think through a full main idea, but moves to underlining one to two words from the paragraph to anchor that thought. The word does not have to actually be one of the words from the students thought, just something that will help him or her remember the idea. In order to teach these active reading strategies, you should use our typical guided level sequence of instruction: Modeling: Each time you introduce a new level of skill, model a majority of the passage. In the next few lessons, continue to model your approach with the first few paragraphs of the reading. Guided Practice: Guide the student to apply the strategy to an increasing number of paragraphs across one to three lessons. As the student gains more confidence, have him or her apply the strategy more and more independently. Independent Practice: When the student is applying the strategy effectively and consistently in his or her independent homework, move on to the next level of the active reading skill.

News Article Reading One: Freedom Rings for Most U.S. Teens: Majority thinks today's youth has enough independence by Linda Lyons Most adults may not even recall the days when they did not have the luxury of doing as they pleased -namely when they were kids. A recent Gallup Youth Survey* asked teenagers, aged 13 to 17, what they think about the amount of freedom that today's teens have. A slim majority (55%) say teens, generally speaking, have "the right amount" of freedom. About one in four (27%) say teens don't have enough, and 18% say teens have too much.

Parents Get Most of the Blame: Teenage respondents who feel teens don't get enough freedom were asked whom they blame most for this lack of freedom. Parents, alas, top the list with 43% of teens mentioning them. School officials are next in line at 26%, while 16% say law enforcement officials and 11% say politicians are to blame.

Freedom to Do What? Teens were then asked about a list of specific freedoms. Nearly all teens say they are free enough to choose their own friends (94%), and nearly as many (89%) are permitted to listen to the music they like and spend their money as they please (85%). But fewer teenagers think they have enough freedom in regard to watching whatever TV shows or movies they please. Curfews can be a real source of friction between parents and teenagers. Still, even though this is the item about which teens are least likely to say they get enough freedom, 70% say they have enough when it comes to the time they have to be home at night after going out with friends.

One might expect younger teens to complain of less freedom than older ones, but there is little difference in the perception of freedoms granted with regard to age. As many 13- to 15-year-olds as 16- and 17-year-olds say they have enough freedom when it comes to picking their own friends, listening to the music they like, watching what they want to on television and at the movies, and coming home at night after going out. There is one exception -- fewer younger teens than older teens say they have enough freedom when deciding how to spend their own money -- 81% of younger teens have enough freedom, compared with 91% of older teens. Bottom Line Adolescence is often thought of as a time when teens will take a mile if given an inch. Therefore, it might seem surprising to some adults that most teens say they have enough, or more than enough, freedom in their lives. An earlier youth survey may provide a clue -- almost three-quarters of teenagers told Gallup that their ideology is about the same as their parents. (See "Teens Stay True to Parents' Political Perspectives" in Related Items.) Perhaps social and political conformity go a long way to reduce family tension about teen's comings and goings and the amount of freedom they are given in general. *These results are based on mail and Web surveys with a randomly selected national sample of 549 teenagers in the Gallup Poll Panel of households, aged 13 to 17, conducted April 15 to May 22, 2005. Copyright 2009 Gallup, Inc. All rights reserved. http://www.gallup.com/poll/16819/freedom-rings-most-us-teens.aspx

Journal Response Questions (based on the article and the readings today as a whole)

1) Do YOU have enough freedom?

2) Do teens in general have enough freedom? Too much?

3) Reflect on the story by Rosa Parks and the teen survey on freedom. take freedom for granted?

Do people today

4) Reflect on all three stories you have read in this lesson. Write a working definition for the word freedom. Explain your response using examples from the stories.

Homework: You will not likely be able to work on all of these paragraph journal questions in your session. Assign 1-2 of these (or other prompts that you create) to the student for homework. Evaluate the student with the same rolling rubric you are using during your in-session writing activities.

Writing Warm Up 9A
Combine each set of facts into two sentences, using as many facts as possible. Set Set One: Laura set out on a journey. She was fearless. She was headed to Atlanta. She was twenty-years old. She searched for her father. She did not find him. She discovered her childhood home. The home was abandoned. The home was neglected. The journey was emotional.

Two: The dog looked friendly. The dog was shaggy. The dog had only three legs. He scampered down the street. He was wearing no collar.

The little girl tried to pet him. The little girl wore pig-tails. The dog bit her. This was very surprising. The bites were deep.

Re-write these sentences, editing for punctuation, capitalization, agreement, and usage as you go: 3) my uncle the old goat left for new jersey and will not return until may 18 2015. 4) unbeknownst to emily the neighbors pool was slowly emptying into her basement. 5) charles woke up suddently and hit his head on the roof of the cabin he no longer wanted to sleep in the upper bunk. 6) the knights revenge a popular book will be made into a movie but I am not excited to see it.

Four Square Worksheet

Organize your writing here:

Write your paragraph here: