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Lesson 9

Using our notes from the previous lessons, we will demonstrate our understanding of Rebecca Skloot’s writing techniques and their effect by composing a response to the Section 1 Diagnostic prompt.

Lesson Goals

Reading and Knowledge

  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of The Immortal Life of Henrietta Lacks?
  • Evaluate Effects: How well do I evaluate the effects of literary devices and rhetoric in the text?
  • Analyze Relationships: How well do I recognize and interpret important relationships among key details and ideas (characters, setting, tone, point of view, structure, development) within the text?

Writing

  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis?
  • Develop Ideas: How well do I use devices, techniques, descriptions, reasoning, evidence, and visual elements to support and elaborate on coherent and logical narratives, explanations, and arguments?
  • Use Conventions to Produce Clear Writing: How well do I apply correct and effective syntax, usage, mechanics, and spelling to communicate ideas and achieve intended purposes?

Texts

Core

  • Tradebook
    • The Immortal Life of Henrietta Lacks, Rebecca Skloot, Crown Publishing Group, 2010

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read

We will prepare for the Section Diagnostic.

Access the Section 1 Diagnostic Checklist. Ask your teacher clarifying questions about the expectations as needed.

Access your Author CraftNote-Taking Tool. Review your Vocabulary Journal. Identify a significant word or words that you would like to use in your response to the Section Diagnostic.

Activity 2: Write

We will review how to cite direct quotations from the text.

Supporting your claims with evidence from the text can take multiple forms, and you will likely use a mix of approaches when drafting your response. You might use specific details from the text to support your analysis. You might also use direct quotations from the text.

When citing direct quotations it is important to follow proper conventions.

  • You can begin with the author’s name and then include only the page number in your citation.

    • Example: Rebecca Skloot quotes Deborah at the beginning of the text, "If our mother cells done so much for medicine, how come her family can’t afford to see no doctors?" (p. 1).

  • You can end a sentence with the author’s name and page number in your citation.

    • Example: The author quotes Deborah at the beginning of the text, "If our mother cells done so much for medicine, how come her family can’t afford to see no doctors?" (Skloot, p. 1).

Activity 3: Write

We will draft our response to the section 1 diagnostic.

Using the Section 1 Diagnostic Checklist and the notes on your Author CraftNote-Taking Tool, draft a multiparagraph response that answers the following question:

  1. What effect do Rebecca Skloot’s authorial choices have on the reader’s understanding of key persons in the story?

Activity 4: Read – Write

We will review our responses to ensure we have fully supported and developed our ideas based on the needs of the task, purpose, and audience. This will help us develop work that is clear and coherent.

Revision is the process of seeing your work with fresh eyes. Revision is a challenge for all writers—the art of making writing better is hard work that can feel very messy at times.

Using the Section 1 Diagnostic Checklist as a guide, reread your draft response. Ask yourself the following questions:

  1. Does my response identify and discuss at least two writing techniques used by Skloot?

  2. Is my central claim strong and clearly stated?

  3. Is my evidence strong and relevant?

  4. Does my response effectively integrate specific references and quotations from the book?

  5. Does my response use precise academic language?

  6. Is my response properly punctuated and error-free?

Make any necessary revisions or edits to improve the communication of your ideas.

Activity 5: Discuss – Write

We will reflect on our work on the Section Diagnostic and how prepared we are for the Culminating Task.

Step 1

Choose at least three of the questions below and respond to them in your Learning Log:

  1. How well did you take necessary action to prepare for the task?

  2. What went well for you during the completion of this task?

  3. What did you struggle with during the completion of this task? How did you push through that struggle?

  4. How well did you actively focus your attention during this independent task?

  5. How well did you develop and use an effective and efficient process to maintain workflow during this task?

  6. What would you do differently during the next Section Diagnostic?

Step 2

Review your Culminating Task Progress Tracker. Think about all you have learned and done during this section of the unit. Evaluate your skills and knowledge to determine how prepared you are for the Culminating Task.

  • Add or refine any skills and content knowledge required for the Culminating Task.

  • Evaluate how well you are mastering skills and knowledge required for the Culminating Task.