1. Warm Up – 12/8/2014  In your table groups, place the occupations below from least important (1) to most important (10). When you are finished, write your numbers on the board next to the occupation & be prepared to share your reasoning with the class. Cook/ChefPolice Officer Bank Manager Construction Worker Garbage Truck DriverPresident TeacherDog Walker WaitressDoctor

2. Activity #1 – Zero Quick Write  After watching this video, write a response answer the following questions.  What do you think of the concept that some people have more worth than others? Is that true?  Does this happen in real life? Where? How?  Is this fair?  What makes a person’s life valuable?

3. Jigsaw O In your table groups, you will be assigned an article to read and annotate. O After you’ve read your article, you will discuss it in your group and answer the questions on it. O Each person must fill out his or her own paper, but you may discuss the answers as you do your work. O Also, pick a spokesperson for your group that will share with the class.

4. Jigsaw - Questions 1) What website is this piece from? What type of website is it? Is it a news article? A blog? 2) Where does this story take place? 3) What is the central issue discussed in the piece? 4) Summarize the piece in 2-3 sentences. 5) What is the view of the author? How can you tell? 6) What questions does this piece raise for you? For society? 7) Do the questions raised relate to other current issues/events? Explain.

5. Charting Multiple Texts The title and author are self-explanatory. “Genre” means “type,” so you are asked to describe the type of writing. For this first text, you would put “Drama” or “Play” as the genre. Across the top of the chart are the ideas you will be tracking as you read the texts in this module. They are presented in the form of questions: What is the text’s big issue? – This asks you to identify the “main idea” of the text. What claim does the text make? – This asks you to identify the writer’s perspective on the main idea. What are examples or quotes from the text? – This is where you would put examples given by the writer to help the reader understand his or her claim. The quotes and paraphrases you worked on earlier will fit well here. Be sure to include page or line numbers (or both) to identify where you found the quote or idea.

6. What do you think about the text’s claim? – In this box, you will explain your response to the text’s claim, including to what extent (if any) you agree with it. What are your examples? – Give a few examples from your own experiences that help explain your response to the text’s claim. How does this text connect to other texts? – If you see a similarity to another text, make note of it here. Connections can be made even among texts that have very different claims. Take a few moments to fill in the chart for Hamlet’s soliloquy. The final box on making connections may be left blank for the moment.