© Pearson Education, Inc., or its affiliates. All rights reserved.PERFORMANCE TASK: SPEAKING AND LISTENING FOCUS
Present an Argument
Assignment
You have just read a variety of sonnets as well as literary criticism related
to the content and language of literature from earlier times. Work with
your group to develop a presentation in which you state and support a
position on this question:
Should literature of the past be rewritten in present-day
language for today’s readers?Plan With Your Group
Analyze the Text Consider each of the sonnets in turn. Determine which
language in the poem might prove troublesome for present-day readers.
Then, decide whether or not the language should be updated and, if so, how
certain passages might be rewritten. If the language should not be changed,
write “no change” in the Revised Language column. Using this analysis,
come to a consensus about the question posed in the prompt—yes or no?Sonnet 12Sonnet 60Sonnet 73Sonnet 32Sonnet 75Our claim: The poetry of the past should/should not be revised into
present-day language for today’s readers because...TITLE TROUBLESOME LANGUAGE REVISED LANGUAGEGather Evidence Have each group member focus on one sonnet. Scan the
sonnet to find specific examples to support the group’s position. Scan the
literary criticism by Brooks or Kermode to see whether one or both of those
texts might have useful evidence. Decide how to incorporate any revised
language from the chart into your argument.SOURCES
• SONNET 12
• SONNET 60
• SONNET 73
• SONNET 32
• SONNET 75
• from THE NAKED BABE AND
THE CLOAK OF MANLINESS
• from MACBETH STANDARDS
Speaking and Listening
• Initiate and participate effectively
in a range of collaborative
discussions with diverse partners
on grades 11–12 topics, texts, and
issues, building on others’s ideas
and expressing their own clearly and
persuasively.
• Come to discussions prepared,
having read and researched material
under study; explicitly draw on that
preparation by referring to evidence
from texts and other research on
the topic or issue to stimulate a
thoughtful, well-reasoned exchange
of ideas.
• Present information, findings, and
supporting evidence, conveying a
clear and distinct perspective, such
that listeners can follow the line of
reasoning, alternative or opposing
perspectives are addressed, and
the organization, development,
substance, and style are appropriate
to purpose, audience, and a range of
formal and informal tasks.400 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PASTLIT17_SE12_U03_B_SG_PT.indd 400 20/03/16 3:49 AMFACILITATING
Present an Argument
Before groups begin work on their projects, have
them clearly differentiate the role each group
member will play. Remind groups to consult the
schedule for Small-Group Learning to guide their
work during the Performance Task.
Students should complete the assignment
using presentation software to take advantage of
text, graphics, and sound features.Plan With Your Group
Analyze the Text Student groups might have
one member read each sonnet aloud to evaluate
its use of language. As other group members
listen, they should imagine that they are hearing
the poem for the first time. Would the average
person understand the language in each sonnet?
Ask students to discuss.
Gather Evidence Suggest that groups annotate
each sonnet, marking the important elements
(position on the use of language, detailed
support) as well as quotations from the poems.
Point out that different people will have different
opinions about the use of language in any
situation. Groups must be ready to defend their
conclusions with specific, convincing details.AUTHOR'S PERSPECTIVE Ernest Morrell, Ph.D.
Mastering Classroom Talk Complex
texts can be intimidating and alien to
some students, especially those who
have had limited exposure to such texts.
However, these same students often show
deep critical and analytical skills when
considering popular culture. Teachers can
use their students’ background knowledge
of popular culture and their enthusiasmfor it to increase motivation and classroom
talk, especially debate skills, small-group
work, and formal public presentations.
Start by incorporating elements of popular
culture such as rap and hip-hop, movies,
or sports into a traditional unit of study.
Place popular culture alongside the other
historical/literacy periods covered in the
unit so students can use their knowledgeof the familiar works as a lens through
which to evaluate the new ones. Second,
have students evaluate one literary work
in the program, such as a poem, alongside
a contemporary reference of their choice.
This approach helps students gain the
understanding and confidence they need
to discuss classroom texts and enhance
their critical perspectives.400 UNIT 3 • FACING THE FUTURE, CONFRONTING THE PAST
LIT17_TE12_U03_B_SG_PT.indd 400 4/9/16 11:37 AM