Subject:
English Language Arts, Composition and Rhetoric
Material Type:
Lesson Plan
Level:
High School
Grade:
11
Provider:
Pearson
Tags:
Assessment, Grade 11 ELA, Writing
License:
Creative Commons Attribution-NonCommercial 4.0
Language:
English
The Concept Of Cheating Excercise

The Concept Of Cheating Excercise

Lesson Overview

In this lesson, students will revisit the articles on cheating that they have read so far. Then they will create metaphors, similes, and skits based on the concept of cheating.

Lesson Preparation

  • Read the lesson and student content.
  • Anticipate student difficulties and identify the differentiation options you will choose for working with your students.

Task 1: A Re-evaluation

  • Students may be reluctant to revisit the work they have already read. However, this is an important aspect of genuine research and a skill that is imperative to develop in their schooling.

Opening

An important part of the process of research is to constantly re-evaluate your sources and, as you acquire new material and understanding, note how your viewpoint can either be strengthened or shifted.

  • Skim through the three articles from this unit.

Task 2: A Re-evaluation

  • Keep interest alive by pointing out fresh ways of seeing things and applaud students who demonstrate an increased level of involvement with the texts.
  • By doing activities and answering questions designed to stimulate higher order thinking and critical analysis, students will solidify the transfer of what they have read and deepen their insight into its implications.
  • When students review and reflect on previous reading, encourage them to identify at least one interesting point from each article that they hadn’t taken note of before, or find something that they can consider in a new way with a different insight.
  • As always, encourage the practice of active reading in which students are reading with a purpose and seeking concrete information. This can be as simple as reminding them to be aware of the speaker’s tone and main purpose. SWD: If your struggling students seem confused, pull them into a small group and compare and contrast the articles together.

Work Time

Based on your review of the three articles from this unit, consider the following questions for each.

  • How is each article different from the other? Give concrete examples.
  • Can we trust this source of material? Why or why not?
  • Do you completely or only partially agree with the speaker? Why or why not? Can you isolate the most important idea and back it up with a single, brief quotation?

Open Notebook

Discuss your responses with your classmates.

Task 3: Metaphors and Similes

  • Have students share their metaphors and similes with the class in a Whole Group Discussion. Be certain to post them in a manner visible to all students. ELL: Metaphorical language may be challenging for some students. Check to ensure students can understand and apply the knowledge in developing their own metaphors and similes.
  • Call attention to how framing the issues students have been considering in metaphorical or comparative language helps concepts manifest more clearly. Have students consider why this is so.
  • Encourage students to use at least one of their metaphors in a later writing assignment.

Work Time

Now that you have re-evaluated the three articles in relation to each other, it is time to apply your creative and critical thinking skills to the ongoing discussion of cheating.

Work with group members to crystallize the nature of the positions on cheating that you have developed in the previous lessons. Complete each of the following similes below or develop unique ones of you own. Your groups should be able to develop at least five metaphors or similes that you are proud of to share with the class.

  • Using Photoshop to modify a picture of a 17-year-old girl is like…
  • Cheating on an exam when you hate the teacher is like…
  • Higher-level cheating is like…
  • Lower-level cheating is like…
  • Blaming your body image issues on the media is like…
  • Having body image issues at the age of 14 is like…
  • Banning the use of Photoshop is like…
  • Justifying the act of cheating is like…
  • Federally regulating the use of Photoshop in advertising is like…
  • A healthy teenage girl with some natural flaws is like…
  • A well-known celebrity who doesn’t look perfect is like…
  • Signing an honor code in high school is like…

Open Notebook

Task 4: Skits

  • Students debate whether or not to cheat on an exam given by a teacher who has done a poor job of teaching them the entire school year and is known for giving unfair exams.
  • Allow students to be creative with their skits, but caution them to stay focused on the “cheating issue.”
  • Be vigilant in keeping students on task and maintaining an awareness of the 3- to 5-minute time limit with skits. SWD: A few of your struggling readers may need the whole script typed out and their parts highlighted so they can follow along with the words. If one of the students continues to have trouble knowing when to come in, identify an assistant in the group who can cue him or her quietly when it is his or her turn.

Work Time

Continue to collaborate with your group to create a 3- to 5-minute skit that demonstrates role-playing between several of the figures or personalities discussed in the three articles. The skit should address a core conflict in the issue of cheating specific to the use of Photoshop, body image, school ethics, etc.

Some examples include the following.

  • A celebrity debates with his or her agent whether or not to allow the use of Photoshop on his or her images.
  • A 17-year-old girl notices the effect her magazines with Photoshopped images are having on her 11-year-old sister.
  • Students debate whether or not to cheat on an exam given by a teacher who has done a poor job of teaching them the entire school year and is known for giving unfair exams.

Task 5: Favorite Metaphor and Skit

  • Allow students to share their metacognitive step back, either with partners or as a class.

Closing

Reflect independently on the metaphor activity and the skit. Select your favorite metaphor and favorite skit by another group.

  • What made each effective?
  • What could have been improved?
  • Compare and contrast each to your favorite metaphor that you wrote yourself and the skit that you participated in. What did you learn?

Open Notebook

Task 6: Your Argument

  • Note that most students will not revisit their positions, but they may have an increased depth of understanding concerning their original point of view. Their revised paragraph should reflect the creative and critical work they did in class with metaphors and role-playing.

Homework

Consider your work today and revisit your argument paragraphs from Lesson 2.

  • Make additions and revisions to your writing based on your work today. When you edit your paragraph, indicate your changes.