Stop Expecting Games to Build Empathy

What

Stop Expecting Games to Build Empathy

When

9/16/2021

Glynn County Daily Lesson Plan for MS HS Instruction

Teacher : Hooks/Sheffield
Course/ Subject: 10th Lit
Date of Instruction: September 16, 2021
















Opening (I Do)
An engaging process for lesson introduction that is specifically planned to encourage equitable and purposeful student participation. Describe the instructional process that will be used to introduce the lesson.
TKES 1, 2, 3,4,5, 8,10


ELAGSE9-10RI4: Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
ELAGSE9-10RI5: Analyze in detail how an author's ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Success Criterias:
I can find rhetorical devices within a text.
I can explain how word choice can strengthen or weaken a claim.


Introduction/Connection:

Do games do anything positive for society.

DIRECT INSTRUCTION:
Review some of the rhetorical devices that will be found in today’s reading. How do authors make their arguments appeal to readers?

As a class read the “Stop Expecting Games to Build Empathy” from the print outs. .

Together we break down the argument and how the author makes her claim deep within the text.



Work Period (We Do, You Do)

Students learn by doing/demonstrating learning expectations. Describe the instructional process that will be used to engage the students in the work period.
TKES 1, 2, 3, 4, 5, 7. 8,10


GUIDED PRACTICE:
Together we break down the argument and how the author makes his claim deep within the text. Every paragraph we stop and mark the evidence and comment 1-5 on how pro-gaming or anti-gaming it is.We also mark "inflammatory or manipulative words."


INDEPENDENT/COLLABORATIVE PRACTICE/DIFFERENTIATION:
Students will search through the text finding evidence, bias and manipulative words.. After, students will explain the effect the different rhetorical methods had on them as a reader.
Closing (We Check)
Describe the instructional process that will be used to close the lesson and check for student understanding .
TKES : 1,2,3, 4,5,6,7,8


SUMMARIZE/CHECK FOR UNDERSTANDING:
Overall, where would you put the article on the 1 to 5 spectrum? Why? We discuss it as a group.