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Lesson 8

We will engage in a formal academic discussion on Friday Night Lights for the Section Diagnostic.

Lesson Goals

Reading and Knowledge

  • Summarize: How well do I express an accurate understanding of the central ideas of texts?
  • Gather and Organize Evidence: How well do I gather and organize relevant and sufficient evidence to demonstrate an understanding of texts and topics, support claims, and develop ideas?
  • Determine Meaning and Purpose: How well do I use connections among details, elements, and effects to make logical deductions about an author’s perspective, purpose, and meaning in texts?

Speaking and Listening

  • Form Claims: How well do I develop and clearly communicate meaningful and defensible claims that represent valid, evidence-based analysis?
  • Communicate Effectively: How well do I use language and strategies to accomplish my intended purpose in communicating?
  • Prepare: How well do I take necessary action to prepare for the task?
  • Refine and Revise: How well do I revisit, refine, and revise my understanding, knowledge, and work based on discussions with others and feedback and review by myself and others?

Texts

Core

  • Tradebook
    • Friday Night Lights, H.G. Bissinger, Da Capo Press, 1990
  • Unit Reader
    • “Baseball for Life,” Sara Corbett, The New York Times Company, 2006
    • “The Case against High-School Sports,” Amanda Ripley, The Atlantic Media Co., 2013

Materials

Tools

Reference Guides

Editable Google Docs

Activity 1: Read – Write

We will prepare for our Section Diagnostic discussion.

Individually, review the Section 4 Diagnostic Checklist.

Using your notes from the previous lesson, your Forming Evidence-Based Claims Tools, Organizing Evidence Tools, Vocabulary Journal, and the unit texts, complete Part 1 of the Discussion Tool.

Activity 2: Discuss

We will engage in a formal academic discussion to synthesize our understanding of the unit texts and the values in high school athletics.

Participate in a formal, whole-class academic discussion focused on the following questions:

  1. How does Bissinger convey his perspective about the values that are communicated through the Permian High School sports culture?

  2. How do Bissinger’s perspectives compare to those of the authors of the other section texts?

  3. What values does high school sports culture impart? How are those reflected in American society?

As you and your peers discuss these questions, take notes on Part 2 of the Discussion Tool. The tool provides space for you to note the claims other students make and the evidence they use to support their claims. There is also a space in which you can summarize the discussion, including the points of agreement and disagreement.

Activity 3: Write – Discuss

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

Step 1

Following the academic discussion, complete Part 3 of the Discussion Tool, reflecting on how your thinking was supported or challenged during the discussion and self-assessing your participation during the discussion.

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.