Part I.
Name: _______________________________
Date: _________________
Please prepare yourselves for a very quick viewing of different slides being shown
on the overhead.
STEP ONE- Write down covered or protected or neither as soon as you see
the slide on this worksheet for each car in the space provided below.
STEP TWO- Write an explanation and argue whether the cars are covered
or protected or neither.
1. Determine why or why not and support your opinion in the space
provided for explanations.
2. If you change your mind while writing, that’s okay, but you are
encouraged to explain why you changed your mind.
Cover-To place something upon or over, so as to protect or conceal.
Protect-To keep from being damaged, attacked, stolen, or injured; guard.
CAR ONE: CAR TWO : CAR THREE:
EXPLANATION:
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CAR ONE- Tarp over car
CAR TWO- Parking Garage
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CAR THREE: Parked in garage
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These are the slides shown after the worksheet has been turned in. The question
asked aloud would be how many of you would like to change your minds about your
explanation.
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HOMEWORK: Find an example of covered and protected, using a before and after
picture. You may draw, use newspaper, internet or magazine pictures. This will be
due on fun Friday, so that we may share our work! Be as creative as you would like,
have fun.
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Part II.
Rationale
This video clip was chosen as a prompt to prepare the students for the novel,
SOLD by Patricia McCormick. The video will not take an entire class period, but
students will use the remaining time in the period to complete the assignment. I didn’t
intend for the assignment to directly tie in with the video clip. The focus is on how
students analyze and interpret. Students will be able to communicate thoughts and
feelings that help individuals comprehend more about themselves and their environment.
The interaction between the car and the environment involves human beliefs and
cognitive competencies that are developed and modified by social influences and
structures within the environment.
Before showing the video I may ask the students, why women in other cultures
are fully covered. Another question to encourage their thinking would be why arranged
marriages take place in other cultures. I would presuppose that most students would
suppose the answer to be in relation to protecting the women in those other cultures.
Hopefully, by using slides, video, hands-on activities, and the homework assignment; it
will produce several paths so students of different aptitudes, interest or learning needs
experience equally appropriate ways to develop and present concepts as a part of the
daily learning process. This will be assigned as individual work so students may take
greater responsibility and ownership for their own learning.
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Georgia Performance Standards
9th Grade
Description: ELA9LSV1
b. Asks relevant questions.
c. Responds to questions with appropriate information.
d. Actively solicits another person’s comments or opinions.
e. Offers own opinion forcefully without domineering.
f. Volunteers contributions and responds when directly solicited by teacher or discussion leader.
g. Gives reasons in support of opinions expressed.
h. Clarifies, illustrates, or expands on a response when asked to do so; asks classmates for similar expansions
Description: ELA9LSV2
a. Assesses the ways language and delivery affect the mood and tone of the oral communication and impact the
audience.
c. Formulates judgments about ideas under discussion and supports those judgments with convincing evidence.
d. Compares and contrasts the ways in which media genres (e.g., televised news, news magazines, documentaries,
online information) cover the same event.
e. Creates an appropriate scoring guide to prepare, improve, and assess presentations.
f. Develops and applies criteria for assessing the effectiveness of the presentation, style, and content of films and other
forms of electronic communication.
h. Identifies differences between the voice, tone, and diction used in media presentations (e.g., documentary films, news
broadcasts, taped interviews) and informal speech.
Description: ELA9W1
c. Constructs arguable topic sentences, when applicable, to guide unified paragraphs.
d. Uses precise language, action verbs, sensory details, appropriate modifiers, and active rather than passive voice.
e. Writes texts of a length appropriate to address the topic or tell the story.
f. Uses traditional structures for conveying information (e.g., chronological order, cause and effect, similarity and
difference, and posing and answering a question).
g. Supports statements and claims with anecdotes, descriptions, facts and statistics, and specific examples
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