Language Arts - OERB · 1. To develop and design oil and natural gas education activities for K-12 teachers and students in Oklahoma. 2. To provide teachers with: - Workshops statewide

A High School Language Arts CurriculumDeveloped for the

Second Edition - 2013© Oklahoma Energy Resources Board, an agency of the State of Oklahoma. All rights reserved.

500 NE 4th St., Suite 100, Oklahoma City, OK 73104

Oklahoma Energy Resources Board

Mindy StittExecutive Director


Carla SchaeperkoetterEducation Director


www.oerbhomeroom.com

LanguageArts

The Oklahoma Energy Resources Board is the nation’s first energy check off program. Created by the Oklahoma Legislature in 1993, the OERB is funded voluntarily by Oklahoma oil and natural gas producers and royalty owners through a one-tenth of one percent assessment on the sale of oil and natural gas. The OERB’s mission is to restore orphaned and abandoned well sites and to educate Oklahomans about the vitality, contributions and environmental responsibility of the Oklahoma petroleum industry.

One of our most important missions is Energy Education! Our program serves two primary goals:

1. To develop and design oil and natural gas education activities for K-12 teachers and students in Oklahoma.

2. To provide teachers with:- Workshops statewide that provide free training and resources in energy education- Educational field trips for students and teachers- Professional development hours- Petroleum Professionals in the Classroom (Petro Pros)- Support in teaching the Oklahoma Academic Standards- Information about well site safety

For more information about our programs, please contact [email protected] or 1-800-664-1301.

Petro Pros -Introducing students to the real world of oil and natural gas.Who better to teach students about earth science than the people who make knowing what’s underground their business? Our Petro Pros visit classrooms from kindergarten through twelfth grade and show students the science and business side of the oil and natural gas industry.

OERBHOMEROOM.com- OERB’s Newest Teacher Resource!The OERB is excited to introduce www.OERBHOMEROOM.com to educators around the state. Homeroom is a hub for all of the OERB curricula and supplements. On Homeroom you can find curriculum resources, field trip forms, NEW video labs, NEW virtual field trips, a teachers lounge, industry information and so much more. Be sure to register for this exciting new resource!

This curriculum represents a collaborative effort between the Oklahoma Energy Resources Board and the Oklahoma Department of Education. This material was developed by a team of high school educators, university curriculum specialists, petroleum industry representatives and OERB representatives. This teacher’s guide was illustrated by Cameron Eagle.

The original Core Energy Language Arts curriculum was developed in 2003 by Readeana Hundley, Debbie Mooney, Tim Munson, Marla Robinson and Steve Slawson.

Core Energy Language Arts was revised by a committee of teachers in the spring of 2013 and was aligned to the Oklahoma Academic Standards. The following teachers contributed to that committee:

Gayla Case, Educational Consultant/Writer, Mustang High School, MustangAlessandra Cooper, Educational Consultant/Writer, Oklahoma City Community CollegeKristy Curtin, Educational Consultant/Writer, Guthrie High School, GuthrieClayton Moore, Educational Consultant/Writer, Former EducatorShannon Pawley, Educational Consultant/Writer, Norman High School, NormanDr. Gayla Wright, Curricula Coordinator, Oklahoma Energy Resources Board

Acknowledgments

Melain Blackwell, Oktaha High School, OktahaRachel Bostic, Yukon High School, YukonSharon Brown, Rush Springs High School, Rush SpringsTina Davis, Pryor Junior High, Pryor Amber Donaldson, Chisholm Middle School, EnidAllie Gastineau, Allen High School, Allen,Rebecca Humphrey, Dove Science Academy, TulsaJodi Madison, Oologah-Talala High School, OologahTina Mayfield, Owasso High School, OwassoJessica Plunk, Byng Junior High, AdaPat Shelton, Poteau High School, PoteauDeborah Smedley, Coyle Schools, CoyleBridgette Smith, Bartlesville Mid-High School, BartlesvilleMcKenzie Smith, Yukon High School, YukonKimberly Stanton, Mannford Middle School, MannfordAndrea Thomas, Newcastle High School, NewcastleJanie Vincent, Pocola Middle School, PocolaRhonda White, Eagle Point Christian Academy, SapulpaBrandi Young, New Lima High School, Wewoka

The revised Core Energy Language Arts curriculum was field tested in the fall of 2013 by a group of educators from across Oklahoma. The field test participants were:

Field Test

Frequently Asked QuestionsWHAT IS ENERGY?The world is full of movement. Birds fly in the air, trees move in the wind, and ships sail on the sea. People, animals, and machinery move around, but not without a source of energy.

Living things and machines need energy to work. For example, the energy that turns the blade of a windmill comes from the wind. The sun provides the energy needed to produce the food you eat. Food provides the energy your muscles need to ride your bike. The energy to make a car, plane or motorboat move comes from the gasoline inside the engine. FROM WHERE DOES ENERGY COME?All energy originates from the sun. Without the sun, there would be no life on earth. The energy from the sun is transformed into many other types of energy that we use every day. Important forms of energy are oil, natural gas and coal, also known as fossil fuels.

HOW ARE OIL, NATURAL GAS AND COAL FORMED?Millions of years ago, the seas were filled with billions of tiny plants and animals. As these plants and animals died, their remains sank to the ocean floor and were buried in layers of sand and sediment. As more and more time passed, heat and pressure worked on the buried remains until they became fossil fuels. These fossil fuels were then trapped in underground rock formations. If rock is porous (containing holes or void spaces), it can accumulate oil, natural gas and coal.

For more than 150 years, man has been exploring and extracting fossil fuels. Today, when we use the estimated 6,000 products made from fossil fuels, we are releasing the energy that first came to earth from the sun millions of years ago.

HOW DO WE FIND OIL AND NATURAL GAS?Edwin L. Drake was the first person to drill specifically for oil. In 1859, near Titusville, Pennsylvania, Drake struck oil. Drake’s discovery helped make the finding of oil a big business. By 1900, prospectors had found oil fields all over the country, especially in Oklahoma and Texas.

Today, prospecting for oil and natural gas is highly skilled detective work as scientists use computers, satellites, sound waves and high-tech equipment to search both underground and under the ocean floor. Long before drilling can begin, geologists and geophysicists (scientists who explore for oil and gas) gather clues to locate possible sites for drilling. These clues come in many forms . . . from maps to locating fossils to studying sound waves from deep beneath the surface. The scientists make their best predictions, locate the spot and then the exploration begins. However, this process does not proceed without concern for the environment.

For many years, oil and gas companies have devoted considerable time and resources to finding ways of reducing their impact on the environment. In fact, U.S. companies are spending more dollars protecting the environment than drilling new wells. The effects that drilling, as well as any eventual production operations, will have on an offshore environment or a sensitive onshore tract must be anticipated and thoroughly spelled out. Blowout preventers used during the drilling process insure against the potential release of oil or natural gas into the atmosphere making oil “gushers” a relic of the distant past. Steel casing is set and cemented to protect the water table from contamination. Oil companies routinely take all necessary steps to prevent harmful interaction with wildlife and crop production.

HOW ARE OIL AND NATURAL GAS TRANSPORTED AND USED?Once oil and natural gas are produced and collected, they must be safely transported for their many uses. Oil can be transported by truck, pipeline or ships to factories called refineries. Natural gas can only be transported in large quantities through high pressure pipelines. Consequently, natural gas produced in the U.S. can only be used on this continent, or it can be shipped as compressed and liquefied natural gas. Crude oil can be shipped all over the world where it is made into the thousands of products that we use every day. You don’t need to leave home to find oil in some of its many forms.

By processing fossil fuels at power stations, stored energy can be converted to electricity. The carpet on your floor and the paint on your walls probably have oil in them. You brush your teeth with a plastic tooth brush which is made from petroleum (oil is the key ingredient of plastic). It is estimated that we have found more than 500,000 uses for oil.

Table of Contents

Detail and Tone ........................................................................................... 1

Analyzing Informational Texts .................................................................

Rhetoric: More Than a Rhetorical Question ..........................................

Research: Fact in Fiction ..........................................................................

Student Pages

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1Language Arts | Detail and Tone Teacher

Reading Standards for Literature

Craft and Structure (Grades 9-10)4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language evokes a sense of time and place; how it sets a formal or informal tone). (Lessons 1, 2, 4, 5)

5: Analyze how an author’s choices concerning how to structure a text, order events within it (e.g., parallel plots), and manipulate time (e.g., pacing, flashbacks) create such effects as mystery, tension, or surprise. (Lessons 1, 2)

6: Analyze a particular point of view or cultural experience reflected in a work of literature from outside the United States, drawing on a wide reading of world literature. (Lessons 1, 2, 4, 5)

Integration of Knowledge and Ideas (Grades 9-10)7: Analyze the representation of a subject or a key scene in two different artistic mediums, including what is emphasized or absent in each treatment (e.g., Auden’s “Musée des Beaux Arts” and Breughel’s Landscape with the Fall of Icarus). (Lessons 1, 2, 3, 4, 5)

9: Analyze how an author draws on and transforms source material in a specific work (e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare). (Lessons 1, 2)

Detail and ToneOklahoma Academic Standards—English Language Arts

Craft and Structure (Grades 10-12)4: Determine the meaning of words and phrases as they are used in the text, including figurative and connotative meanings; analyze the impact of specific word choices on meaning and tone, including words with multiple meanings or language that is particularly fresh, engaging, or beautiful. (Include Shakespeare as well as other authors.) (Lessons 1, 2, 4, 5)

5: Analyze how an author’s choices concerning how to structure specific parts of a text (e.g., the choice of where to begin or end a story, the choice to provide a comedic or tragic resolution) contribute to its overall structure and meaning as well as its aesthetic impact. (Lessons 1, 2)

6: Analyze a case in which grasping point of view requires distinguishing what is directly stated in a text from what is really meant (e.g., satire, sarcasm, irony, or understatement). (Lessons 1, 2, 4, 5)

Integration of Knowledge and Ideas (Grades 10-12)7: Analyze multiple interpretations of a story, drama, or poem (e.g., recorded or live production of a play or recorded novel or poetry), evaluating how each version interprets the source text. (Include at least one play by Shakespeare and one play by an American dramatist.) (Lessons 1, 2, 3, 4, 5)

9: Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics. (Lessons 1, 2)


Language Standards

Conventions of Standard English (Grades 9-10)1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Use parallel structure. b. Use various types of phrases (noun, verb, adjectival, adverbial, participial, prepositional, absolute) and clauses (independent, dependent; noun, relative, adverbial) to convey specific meanings and add variety and interest to writing or presentations. (Lessons 4, 5)

Conventions of Standard English (Grades 11-12)1: Demonstrate command of the conventions of standard English grammar and usage when writing or speaking.

a. Apply the understanding that usage is a matter of convention, can change over time, and is sometimes contested. b. Resolve issues of complex or contested usage, consulting references (e.g., Merriam-Webster’s Dictionary of English Usage, Garner’s Modern American Usage) as needed. (Lessons 4, 5)

Writing Standards

Text Types and Purposes (Grades 9-12)3: Write narratives to develop real or imagined experiences or events using effective technique, well-chosen details, and well-structured event sequences.

d. Use precise words and phrases, telling details, and sensory language to convey a vivid picture of the experiences, events, setting, and/or characters. (Lessons 4, 5)

Production and Distribution of Writing (Grades 9-12)5: Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach, focusing on addressing what is most significant for a specific purpose and audience. (Lessons 4, 5)

Research to Build and Present Knowledge (Grades 9-10)8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (Lessons 1, 2)

Research to Build and Present Knowledge (Grades 11-12)8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (Lessons 1, 2)


Knowledge of Language (Grades 9-10)3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Write and edit work so that it conforms to the guidelines in a style manual (e.g., MLA Handbook, Turabian’s Manual for Writers) appropriate for the discipline and writing type. (Lessons 1, 2, 4, 5)

Knowledge of Language (Grades 11-12)3: Apply knowledge of language to understand how language functions in different contexts, to make effective choices for meaning or style, and to comprehend more fully when reading or listening.

a. Vary syntax for effect, consulting references (e.g., Tufte’s Artful Sentences) for guidance as needed; apply an understanding of syntax to the study of complex texts when reading. (Lessons 1, 2, 4, 5)

Vocabulary Acquisition and Use (Grades 9-10)4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 9–10 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., analyze, analysis, analytical; advocate, advocacy).c. Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesau-ruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, or its etymology.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by check-ing the inferred meaning in context or in a dictionary). (Lessons 1, 2)

Vocabulary Acquisition and Use (Grades 11-12)4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grades 11–12 reading and content, choosing flexibly from a range of strategies.

a. Use context (e.g., the overall meaning of a sentence, paragraph, or text; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.b. Identify and correctly use patterns of word changes that indicate different meanings or parts of speech (e.g., conceive, conception, conceivable).c. Consult general and specialized reference materials (e.g., dictionaries,glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning, its part of speech, its etymology, or its standard usage.d. Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary). (Lessons 1, 2, 4, 5)


Comprehension and Collaboration (Grades 11-12)1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.

a. 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.b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task. (Lesson 3)

2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (Lesson 3)

3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (Lesson 3)

Speaking and Listening Standard


a. 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.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented. (Lesson 3)

2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (Lesson 3)

3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,identifying any fallacious reasoning or exaggerated or distorted evidence. (Lesson 3)


Detail and TonePretestName: ______________________________ Class: _______________

Place the letter of the best answer in the blank to the left.

1. Why was the name Glenn Pool world famous?

A. It was a famous Oklahoma cattle ranch.B. It was the first man-made lake.C. It was the first town established after the 1889 Land Run.D. It was one of the greatest oil fields in Oklahoma history.

2. What does the literary term “tone” mean?A. The author’s use of words that sound alikeB. The emotions that the author creates for his charactersC. The attitude an author expresses through his word choicesD. The way a writer builds suspense in a story

3. What other literary technique is often linked with “tone”?A. MoodB. MetaphorC. DialogD. Characterization

4. Which type of writing focuses on detailing a person, place, thing, or event?

A. Persuasive writingB. Reflective writingC. Descriptive writingD. Expository writing

5. What does the literary term “imagery” involve?

A. The use of words to help express the five sensesB. The use of flashback to recreate eventsC. The use of character dialog to paint a pictureD. The use of creative ideas to create fictional settings


Introduction: For lessons 1 and 2, discuss the importance of using details and descriptive language in writing and communication. All areas of life require some form of written expression, and the ability to communicate with others is a key to success in one’s work and personal life. Effective communication comes from creating a clear description, which comes from ample concrete details. These skills allow the student to comprehend the writer’s point of view. In all of the following lessons, students will be required to use detail (with imagery) in their personal writings. The terms “detail,” and “imagery,” are explained in the lessons, and students should feel comfortable with the terms before proceeding to subsequent lessons. For lesson 3, discuss the importance of observation (both visually and in written work), using details, descriptive language, and tone skills in writing and communication. Learning to distinguish the difference between seeing and observing is key; not only in life, but especially in writing. All areas of life require some form of observation, and the ability to communicate what is seen in writing is a key to success in one’s work and personal life. In this lesson, students distinguish the difference between seeing and observing. Students will be engaged in activities that will allow them to practice the skill of observation. Students will:

• Observe The Glenn Pool Story • Record their observations on the Student Observation Chart• Develop an understanding of the skill of observation through practice

For lessons 4 and 5, discuss the importance of tone skills in writing and communication. Each area of life requires some form of written expression, and the ability to communicate with others is a key to success in one’s work and personal life. Recognizing tone enables students to understand clear pictures or imagery in writing. These skills allow the student to comprehend the writer’s point of view. In all of the following lessons, students will be required to Understand, Identify, and Use tone in selected passages, and in their personal writings. The term “tone” is explained in the lessons, and students should feel comfortable with the terms before proceeding to subsequent lessons.

Detail and ToneThe Effective Use of Detail and Tone in WritingClass-time needed: four-six class periods

Purpose/Objective:• To identify and understand the effective use of detail

and tone in writing.• To use detail and tone in a variety of writing modes.• To use the writing process to identify, understand, and

use detail and tone.• To understand and appreciate the importance of

the Glenn Pool oil field in Oklahoma’s history and economy.


Materials:• Highlighters• Pens• Notecards• 6 copies of Nearly Forgotten: The Amazing Story of the Glenn Pool by Doug Hicks• DVD, The Glenn Pool Story• Student Handout, Recognizing Details and Imagery• Student Handout, Language Chart• Student Handout, Observation Chart• Student Handout, Understanding Tone• Student Handout, Identifying Tone

Teacher Preparation:The teacher may need to become familiar with some of the information used in this activity, which comes from the work Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World—Class Oil Field by Doug Hicks.

• Bob Galbreath was a wildcatter whose well, the Ida Glenn, initiated an era of oil drilling and production that built Tulsa into a major oil capital and created hundreds of oil and oil related companies.

• Doug Hicks’ book is an interesting look at the colorful people and the exciting events that surrounded this era in Oklahoma’s history. It is woven with first-hand accounts and narratives from a variety of people involved in the Glenn Pool experience.

• The Glenn Pool field, near Tulsa, grew from the first well into a complex that made Oklahoma the number one oil producing state in the U.S. and influenced the economic, political and social development of the state.

Additional writing prompts to go along with this cycle can be found online. Please visit the OERB teacher website, OERBHOMEROOM.com for the downloads.


Enrichment: • Divide the class into groups and have each group choose additional passages to exam-

ine for detail and imagery, using copies of Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World-Class Oil Field, and the Language Chart.

• Have students use a passage from their textbook, to identify the descriptive language in it, using the Language Chart.

Observations/Conclusion:

• As a closing activity, teachers may use the following questions for class discussion:1. What did you learn about using details and imagery in effective writing?2. Which of the five senses was the hardest to identify? Why?3. How were the passages you read made more interesting through the inclusion of detail and imagery?

Lesson 1 & 2 Procedure:

1. Distribute Lesson 1, Recognizing Details and Imagery to the students. Spend time working through each definition and example until you feel they understand.

2. Distribute Lesson 2, the Language Chart. As a class, read through passage 1, and have students use their pens and highlighters to find examples of Detail and Imagery. Then have the students place these examples in the appropriate sections in the Descriptive Language Chart.

3. Students should then be able to read Passage 2 individually and identify the details and imagery by completing the appropriate sections of the Language Chart.

4. Passage 3 has been provided as a more advanced activity, following the same guidelines.


Lesson 3 Procedure:

1. Distribute Lesson 3, Student Observation Chart for The Glenn Pool Story.

2. Discuss what Observation and Concrete Detail are. Show the video and have students complete the Observation Chart.

3. Have students share what they found with the class. Involve class in a discussion of what was a Concrete Detail.

4. Discuss The Glenn Pool Story.

Enrichment: • Have students compare and contrast a section of the video The Glenn Pool Story with the

written passages in Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World-Class Oil Field by Doug Hicks, and discuss how true the video presentation is to the written details and images.

• Have students review an additional film using the Student Observation Chart, and then use detail and images to write a full review to share with the class.

• Ask a Petro Pro (1-800-664-1301) to visit the classroom and to describe a local oil related activity. While he/she is speaking, have students take notes using the Observation Chart for later discussion.


• As a closing activity, teachers may use the following questions for class discussion:1. What did you learn about observation and concrete detail?2. What was different about watching the video for content verses enjoyment?3. What was the most interesting detail you observed? Why?


Lesson 4 Procedure:

Teachers Note: Lessons 4 and 5 present students not only with guided questions, for a better understanding of tone, but also with a writing assignment, and a game that will develop their comprehension overall.

1. Distribute Handout 1, Understanding Tone, to the students and go over each of the guided questions. Mention that these questions will allow them to determine and gain a greater understanding of Tone. Then, distribute Handout 2, Identifying Tone. Review the definition for Tone.

2. Tell the students to now use the guiding questions from Handout 1 to determine the Tone in the passage shown. They should use their highlighters and pens to annotate as they read.

Enrichment:

• Look at the two provided poems in the back of the lesson. Divide students into groups of two or three, and by using the guiding questions, have them identify the tone of the poems.

• After each group has come to an agreement about what they believe the tone is, have students individually write an 8-11 sentence paragraph, describing the tone in the poem, citing at least two examples from the text.


• As a closing activity, teachers may use the following questions for class discussion:1. How does tone affect writing?2. What examples of tone did you use in your own writing?3. How do tone words create specific connotations and associations? How does it enrich text?


Lesson 5 Procedure:

1. This lesson is provided to demonstrate tone in writing. It can be done in small groups, or on an individual level. There are no handouts for this lesson, with the exception of the notecards.

2. Give each group or student a card with one of the following tone words written on it: angry, joyful, sad, courageous, tense, loving, happy, proud, sarcastic, excited, hateful, afraid and anxious. Encourage students to look their word up for greater understanding.

3. Invite each group or student to write a description of a person discovering oil, conveying the attitude on the card they received. The students may not use the word written on the card in their description.

4. Give each group/individual 15 to 20 minutes to write.

5. When writing is complete, instruct students to determine which guided questions were used to show tone in writing.

6. Instruct each group or student to read the description aloud.

7. Instruct class members to guess the tone of the description and see how close they come to the word the group was given.

8. Encourage writers to share how they went about achieving the tone.

Extension-Potential Homework or Revision Option:

1. If using this lesson for a revision writing assignment, invite students to read through their rough draft and ask themselves: Did you demonstrate tone in your writing? How do you know? What tone did you convey? Were your classmates able to accurately describe the tone you wanted to convey.

2. Instruct students to highlight at least one passage to rewrite in order to enhance the effectiveness of tone in their writing.

3. Share rewrites with the class or in small groups.


Detail and Tone-Lesson 1Recognizing Details and Imagery

1. Definitions and Examples

Details are specific concrete words that name or describe objects, people, places, dates or ideas. They are important to communicating experiences, feelings, ideas or concepts. In the following examples the details are underlined.

“They started with nothing more than a tent, some tools, and supplies.”

“Kiefer, that wild and crazy place…constructed an opera house, and ice cream parlor, a library and a pair of movie houses.”

Imagery (sensory language) is a specific kind of detail that appeals to the five senses: sight, sound, touch, taste, smell. In the following examples, the images are underlined.

“I broke through [a frozen gully]. I was plumb up to my knees in icy, muddy oil slush; mud, ice and slush went into my mouth, nose and ears.”

2. Practice

Read the following passages from Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World-Class Oil Field by Doug Hicks. The first passage is a personal account by a farmer of his impression of Kiefer, Oklahoma, a rapidly growing hub of oil activity. The second passage is the response from Robert Galbreath as his well, the Ida Glenn, erupted and began the evolution of the oil industry in Oklahoma.

Read the passages carefully for the use of details and imagery that create vivid pictures of the life and excitement surrounding the discovery of oil in Oklahoma. Then fill-in the appropriate sections of the Descriptive Language Chart.

Passage 1

“No one could tell you what Kiefer was like…It seemed that confusion was everywhere. The Khaki-clad, high-booted men who directed things seemed to know where they were going. The great masses of heavy wagons, pulled by teams of ten to twenty mules or horses, were go-ing, or trying to go in every direction. Utter confusion! Steam boilers, rig timbers, pipe, wooden tanks – all sorts of oil-field stuff were lining the muddy streets. The people, masses of them, surged back and forth, back and forth, on the dirt sidewalks and board porches fronting the little stores, which had been thrown up to cater to the needs of thousands of people who had come here” (Hicks 45).


Passage 2

“Galbreath reached the derrick floor ‘in about three jackrabbit jumps.’ Oil began slopping onto the thick boards of the drill floor. Galbreath relates, ‘As we watched in wonderment, it mounted from a quiet, gaseous stream into an increasingly forceful column of golden riches that rapidly mounted higher and higher. Then all hell broke loose, and the Ida Glenn flowed mightily over the derrick top, over the crown block, high into the air above’” (Hicks 30).

Hicks, Doug. Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World-Class Oil Field. United States: Schnake Turnbo Frank, 2005. Print.

Passage 3

CHAPTER IV

It had been obvious to all hands for some time that the second mate, whose name was Foster, was an idle, careless fellow, and not much of a sailor, and that the captain was exceedingly dissatisfied with him. The power of the captain in these cases was well known, and we all anticipated a difficulty. Foster (called Mr. by virtue of his office) was but half a sailor, having always been on short voyages, and remained at home a long time between them. His father was a man of some property, and intended to have given his son a liberal education; but he, being idle and worthless, was sent off to sea, and succeeded no better there; for, unlike many scamps, he had none of the qualities of a sailor,— he was “not of the stuff that they make sailors of.’’ He used to hold long yarns with the crew, and talk against the captain, and play with the boys, and relax discipline in every way. This kind of conduct always makes the captain suspicious, and is never pleasant, in the end, to the men; they preferring to have an officer active, vigilant, and distant as may be with kindness. Among other bad practices, he frequently slept on his watch, and, having been discovered asleep by the captain, he was told that he would be turned off duty if he did it again. To prevent his sleeping on deck, the hen-coops were ordered to be knocked up, for the captain never sat down on deck himself, and never permitted an officer to do so.

Dana, Richard H., Jr. Two Years Before the Mast. N.p.: n.p., 1840. Project Gutenberg. Web. 19 Apr. 2013.


Detail and Tone-Lesson 2Descriptive Language Chart

PASSAG E

ON E

PASSAGE

T WO

ImagerySight Sound Touch Taste Smell


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Detail and Tone-Lesson 3Viewer Observation Chart

As you view the film The Glenn Pool Story, look for interesting facts and details and list them on the spaces below.

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Detail and Tone-Lesson 4 (Handout 1)Understanding Tone

Tone is the attitude a writer takes toward his or her subject or audience. Like the tone of a speaker’s voice, the tone of a work of literature expresses the writer’s feelings. A work’s tone can usually be described with an adjective or two: bitter, playful, sarcastic, and so on.

To decide on the tone of a passage, you should ask yourself the following guiding questions:

1. What is the passage’s subject, and who is its audience?

2. What would you say are the most important words in the passage? What connotations, or associations do these words have?

3. What general emotion do the passage’s images create?

4. Are there any hints that the narrator or speaker does not really mean everything he/she says?

5. Does the narrator or speaker use irony? If so, is this irony lighthearted, bitter, or pointed?

6. If the narrator or speaker were speaking aloud, how would you describe the sound of his/her voice?


Detail and Tone-Lesson 4 (Handout 2)Identifying Tone

Tone may be playful, formal, intimate, angry, serious, ironic, outraged, baffled, tender, serene, depressed, etc., and is a way of expressing feelings or attitudes that will influence how the reader feels about the characters, events, and outcomes. The writer can show attitude using scenery, emotions, sounds, and colors.

Using the questions found in Handout #1; decide the tone of the following passage. Be sure to highlight and annotate examples within the text.

On this particular day, Chesley had dropped by to make sure his two little wells were still being pumped. Galbreath saw it as an opportunity to hijack him then and there. He told his friend a little white lie – the power was off and the wells were shut down. Then he said, “Frank, it’s a nice day for a buck-board ride to the Glenn area, where I’ll show you the best drilling location in all creation.” “Hell, Bob, I need those two barrels production from these wells just to keep eating regu-lar.” “Boy, are you in trouble and headed for a long, lean, hungry spell, ‘cause till you do me the courtesy of looking at the country down there, I’m not going to pump your damn wells,” Galbreath replied. Shoved onto the buckboard, Chesley told Galbreath that anyone who extorted and hi-jacked wasn’t much of a friend. At the Glenn farm, Galbreath led Chesley to the limestone ledge, broke off a little chunk, and, sure enough, another pearl of oil seeped from the stone. According to Galbreath, Chesley almost “wet his pants” (Hicks 26-27).

Hicks, Doug. Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World- class Oil Field. United States: Schnake Turnbo Frank, 2005. Print.


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Poems for Lessons 4 Enrichment

“The Lake Isle of Innisfree”By William Butler Yeats

I will arise and go now, and go to Innisfree,And a small cabin build there, of clay and wattles made;Nine bean-rows will I have there, a hive for the honey-bee,And live alone in the bee-loud glade.

And I shall have some peace there, for peace comes dropping slow,Dropping from the veils of the morning to where the cricket sings;There midnight’s all a glimmer, and noon a purple glow,And evening full of the linnet’s wings.

I will arise and go now, for always night and dayI hear lake water lapping with low sounds by the shore;While I stand on the roadway, or on the pavements grey,I hear it in the deep heart’s core.

Yeats, William Butler. “The Lake Isle of Innisfree.” Inside Literature, Ed. R.S. Gwynn and Ste-ven J. Zani. New York: Pearson Longmon, 2007. 393. Print

“Water”By Ralph Waldo Emerson

The water understandsCivilization well;It wets my foot, but prettily,It chills my life, but wittily,It is not disconcerted,It is not broken-hearted:Well used, it decketh joy,Adorneth, doubleth joy:Ill used, it will destroy,In perfect time and measureWith a face of golden pleasureElegantly destroy.

Emerson, Ralph Waldo. “Water.” Poetry Foundation. Web 20 April 2013.


Detail and ToneGlossary

Terms and names from Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World-Class Oil Field

Bob Galbreath – The wildcatter who drilled the Ida Glenn oil well in 1905. This well was the beginning of the Glenn Pool, one of Oklahoma’s greatest producing oil fields in the state and perhaps the world.

Glenn Pool – One of the richest oil fields in Oklahoma history. Located near Tulsa, it was responsible for the growth and financial success of this area.

Ida Glenn – A one-eighth blood Creek Indian on whose 160 acre land the discovery well that began the productive Glenn Pool field was drilled. This land was a federal allotment to her Alabama based ancestors who were forced – marched to Indian Territory in 1830.

Kiefer – A town that grew up in the Glenn Pool oil field (south of Tulsa) and was the major center for all oil activity int he early 1900s.

Literary Terms

Details – specific, concrete words that name or describe objects, places or ideas

Imagery – a specific kind of detail that appeals to the five senses.

The Writing Process

Pre-writing – generating ideas by brainstorming, graphic organizers, etc.

Drafting – developing multiple drafts to organize ideas

Proof-reading – reading for appropriateness of organization and content

Editing – checking for standard usage, sentence variety, mechanics, etc.

Publishing – making writing available to a general audience

Ida Glenn Oil Well – Drilled by Bob Galbreath in 1905 and named for Ida Glenn, theowner of the land.

Wildcatter –One who is engaged in speculative mining or well drilling in areas not known to be productive.

Tone – the attitude a writer takes toward his or her subject or audience.


Detail and TonePost TestName: ______________________________ Class: _______________











Detail and TonePre/Post Test-ANSWER KEYName: ______________________________ Class: _______________










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23Language Arts | Analyzing Informational Texts Teacher

Reading Standards for Informational Texts

Key Ideas and Details (Grades 9-10)1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Lessons 1, 2, 3)

2: Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text. (Lessons 1, 2, 3)

3: Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them. (Lessons 1, 2, 3)

Analyzing Informational TextsOklahoma Academic Standards—English Language Arts

Key Ideas and Details (Grades 11-12)1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (Lessons 1, 2, 3)

2: Determine two or more central ideas of a text and analyze their development over the course of the text, including how they interact and build on one another to provide a complex analysis; provide an objective summary of the text. (Lessons 1, 2, 3)

3: Analyze a complex set of ideas or sequence of events and explain how specific individuals, ideas, or events interact and develop over the course of the text. (Lessons 1, 2, 3)

Writing Standards

Text Types and Purposes (Grades 9-10)2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (Lessons 1, 2, 3)

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


Text Types and Purposes (Grades 11-12)2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (Lessons 1, 2, 3)

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


Analyzing Informational TextsPretestName: ______________________________ Class: _______________


1. What is an inference?

A. Something directly stated in the text.B. Something the reader figures out based on information given.C. Something the author tells us.D. Background information provided about a piece of literature.

2. What does explicit mean?A. Something directly stated in the text.B. Something the reader figures out based on information given.C. Something the author tells us.D. Background information provided about a piece of literature.

3. All of the following are reasons to compare literature EXCEPT:A. To determine a common theme.B. To understand similar ideas.C. To pick out the differences.D. To analyze similarities in literary elements.

4. When we analyze a text it is necessary to do all of the following EXCEPT:

A. Read the text only once so you don’t get confused.B. Read the text closely and highlight parts you think are important.C. Take notes in the margins on key ideas.D. Define any words you are unfamiliar with.

5. What is the purpose of a summary?

A. To condense a piece of literature to the main point.B. To rewrite the work all in your own words.C. To create a new ending or interpretation of the work.D. To illustrate the author’s writing style.


Analyzing Informational TextsTextual Evidence and InferencesClass-time needed: 2-3, 50 minute class periods

Introduction: Discuss with students the meaning of explicit textual evidence and inferences, as well as the importance of discerning similarities in objects, concepts, or people. The ability to use comparison skills will be useful in many areas of life from selecting the best product, deciding which classes to enroll in or selecting the best political candidate.

Purpose/Objective:• Closely read a text• Draw inferences• Identify explicit information• Compare multiple works for common themes• Determine and summarize central idea of a text

Materials:• Highlighters-2 colors• Student Handout “Wildfire Opens Door for OERB Restoration on Depew Ranch”• Student Handout, Column Worksheet “Wildfire Opens Door”• Student Handout, “God’s Grandeur”• Student Handout, “Ozymandias”• Student Handout, Writing Prompt• Student Handout, Rubric

Materials to download from OERBHOMEROOM.com• Well site restoration video

Teacher Preparation: It may be helpful to read the material included on the history and function of OERB before proceeding with this activity. Most students, and much of the public, are unaware of the role that the OERB has played in the environment rehabilitation of abandoned well sites and the social impact these activities have had on local communities. Visit OERBHOMEROOM.com to learn more about the OERB’s well site restoration program by watching a brief video. Teachers will also want to read over/review handouts in association with this activity.


Lesson 1 Procedure:

1. Share with students the definition of the word summary—the presentation of the substance or general idea of a work in a brief form. Give students an example by summarizing something the class has read. Ask volunteers to do the same.

2. Share with students the definition of the word inference—something the reader figures out, or infers, from the information given. Give students an example (The teacher could fold his or her arms and glare at the class, then ask students what they might think about the teacher’s feelings/mood from these actions. The teacher might also show an advertisement that has a product with the price in boldface and ask what the reader is supposed to infer from the boldfaced price (that it is a good price for the product).)

3. Distribute article “Wildfire Opens Door for OERB Restoration on Depew Ranch” to students and have them read the article individually, highlighting and underlining important details.

4. Distribute the Column Summary Worksheet and have students complete the left column, Explicit Textual Information, listing important details from the article. Discuss what students have listed.

5. Then ask students to infer some things from the article. If students are having trouble, use the following questions to guide them. Have them write their responses in the right-hand column of the Column Summary Worksheet, Inferences Made from the Text.

A. How did Mr. Mayberry feel about “the mess that was his ranch”? Why do you think that? How do you know?

B. Why do you think Mr. Mayberry waited so long to get the mess cleaned up?

6. At the bottom of the Column Summary Worksheet, have students write a summary of the article using both the Explicit Textual Information and the Inferences they wrote on their worksheets.

7. Have students share summaries with a partner, then write a common summary.

8. Have students rate themselves on the “4-Point” scale for understanding. For assessment, collect the common summary statements and check for understanding.


Enrichment: • Answer the following prompt in a well developed essay.

Communities often deteriorate because citizens lack the knowledge or concern to take an active role in cleaning up unsightly or dangerous areas. Think about a specific location in your community that fits this description and discuss the effect it has on the people living there. Include a possible plan of improvement.


• After reviewing the importance of making inferences, lead a classroom discussion with students using the following questions:

1. Why do you think different pieces of literature contain similar themes or messages? 2. What does this commonality reveal about the human experience?3. What role does making inferences play in interpersonal communication?

Lesson 2 Procedure:

1. Distribute article “Wildfire Opens Door for OERB Restoration on Depew Ranch” and ask students to review what they have previously read.

2. Distribute handouts “Ozymandias” and “God’s Grandeur” to students and have them read the poems.

3. Have students list 3-4 examples of things in the poems that relate to the “Wildfire Opens Door for OERB Restoration on Depew Ranch” article.

4. Using the column summary worksheet, have students assign information into two columns of explicit information and inferences.

5. Have students discuss what topic(s) the two pieces have in common?

Lesson 3 Procedure:

1. Distribute writing prompt and rubric to students.

2. Ask students to complete the writing prompt and evaluate their writing using the rubric.


Wildfire Opens Door for OERB Restoration on Depew RanchSource: Drumright Gusher, January 3, 2013

For 40 years, Bob Mayberry accepted the mess that was his ranch. Sitting just outside, Depew, Okla., historic oil and natural gas drilling had left the land scarred by saltwater, gorged by erosion and spotted with concrete debris.

Mayberry bought the property in 1972 saying he hoped someone – perhaps from the oil and natural gas industry - would eventually clean it up. Now, four decades later, that is exactly what is happening.

The ranch is just one of the more than 12,300 abandoned oilfield sites cleaned up since 1994 by the Oklahoma Energy Resources Board. The state’s oil and natural gas producers and royalty owners voluntarily fund the program. To date, more than $75 million has been spent on restoration projects across the state. The cost to restore Mayberry’s land was around $30,000 – none of which Bob had to pay.

Mr. Mayberry knew the OERB restoration program was available. In fact, the organization cleaned up his son’s nearby property roughly eight years ago. But, it took outside forces to finally get Bob to act.

A wildfire broke out on the ranch last year, threatening livestock and burning vegetation. When the fire department arrived, it could not reach the flames due to the deep scarring and gorges plaguing Mayberry’s property. Firefighters were forced to use a neighbor’s pasture to reach the fire.

“When that happened, it ticked me off,” said Mayberry. “So I called.”

That call to the OERB laid the groundwork for restoring the ranch back to a safe place for Bob’s cattle.

Construction crews moved in to clean up six sites across the 200 acres. During the land’s production days in the 1920s, the oil tanks sat atop a hill. Because there was little regulation on the industry at that time, saltwater was allowed to run out of the well and straight down the hill. It collected in a pond at the bottom. That salt, and the rainwater that has fallen over the years, ate away at the land and caused the expansive erosion.

This summer, OERB contractors began their work. They built terraces on the hillside to better direct the flow of water down into the pond and stop future erosion. They filled the deep gorges with topsoil and treated the dirt so future vegetation can grow. Workers also removed piles of concrete and old, rusty flowlines that once carried petroleum.

Mayberry says he is happy with the work the OERB has done. And, with the help of his son, a contractor, he is expanding the size of his pond, now that it has a working dam.

“The land is useful now,” said Mayberry. “If we can get some grass out here, it will be good.”

Construction crews will return to the ranch in the spring to plant grass and monitor the soil levels.

Created in 1993 by the Oklahoma Legislature, the OERB has been serving the state of Oklahoma for nearly 20 years.

The OERB is funded voluntarily by oil and natural gas producers and royalty owners through a one-tenth of 1 percent assessment on the sale of oil and natural gas. The OERB’s purpose is to conduct the environmental restoration of orphaned and abandoned well sites and to educate Oklahomans about energy. Register your abandoned well site at oerb.com.


Analyzing Informational TextsColumn Summary WorksheetTopic: Wildfire Opens Door for OERB Restoration on Depew Ranch

Explicit Textual Information Inferences Made from the Text

Common Summary

What’s your level of understanding?

Don’t understand at all

I need help

I understand

I can teach it to my classmates

Your Summary


God’s GrandeurBy: Gerard Manley Hopkins

Source: Gerard Manley Hopkins: Poems and Prose (Penguin Classics, 1985)

The world is charged with the grandeur of God. It will flame out, like shining from shook foil; It gathers to a greatness, like the ooze of oilCrushed. Why do men then now not reck his rod?Generations have trod, have trod, have trod; And all is seared with trade; bleared, smeared with toil; And wears man’s smudge and shares man’s smell: the soilIs bare now, nor can foot feel, being shod.

And for all this, nature is never spent; There lives the dearest freshness deep down things;And though the last lights off the black West went Oh, morning, at the brown brink eastward, springs —Because the Holy Ghost over the bent World broods with warm breast and with ah! bright wings.

Examples that relate to “Wildfire Opens Door for OERB Restoration on Depew Ranch”

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OzymandiasBy: Percy Bysshe Shelley

Source: Shelley’s Poetry and Prose (W. W. Norton & Company, 1977)

I met a traveller from an antique land,Who said—“Two vast and trunkless legs of stoneStand in the desert. . . . Near them, on the sand,Half sunk a shattered visage lies, whose frown,And wrinkled lip, and sneer of cold command,Tell that its sculptor well those passions readWhich yet survive, stamped on these lifeless things,The hand that mocked them, and the heart that fed;And on the pedestal, these words appear:My name is Ozymandias, King of Kings;Look on my Works, ye Mighty, and despair!Nothing beside remains. Round the decayOf that colossal Wreck, boundless and bareThe lone and level sands stretch far away.”


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Analyzing Informational TextsWriting Prompt

Writing Prompt:

In an essay compare the article “Wildfire opens door….” and at least one of the poems discussed for the common theme shared. Make sure you support your conclusions with textual evidence, both explicit and inferential. Use the attached rubric to evaluate your work.

Directions: Use the following thesis statement and writing prompt to write a short 3-5 paragraph essay. Be sure to follow the rubric.

Thesis Statement:

The text “Wildfire Opens Door” and the poem(s) “Ozymandias” and/or “God’s Grandeur” both deal with (what topic?), saying that (what conclusion did you draw from the works?)


Analyzing Informational TextsWriting Prompt Rubic

Assessment None of the time Some of the time Most of the time All of the time

1. Introduces a topic, organizing complex ideas, concepts and ideas

2. Develops the topic thoroughly using relevant facts, extended definitions, concrete details and quotations

3. Uses appropriate and varied transitions, clarifying relationships among complex ideas and concepts

4. Uses precise language, specific vocabulary and literary techniques to manage the complexity among complex ideas

5. Establishes and maintains a formal style and objective tone

6. Provides a concluding statement that supports the information or explanation presented

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Analyzing Informational TextsPost TestName: ______________________________ Class: _______________











Analyzing Informational TextsPre/Post Test-ANSWER KEYName: ______________________________ Class: _______________










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37Language Arts | Rhetoric Teacher

Rhetoric: More Than a Rhetorical QuestionOklahoma Academic Standards—English Language Arts

Reading Standards for Informational Text

Key Ideas and Details (Grades 9-10)1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text. (Enrichment)

Craft and Structure (Grades 9-10)5: Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter). (Lessons 1, 2, 3) (Enrichment)

6: Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose. (Enrichment)

Key Ideas and Details (Grades 11-12)1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain. (Enrichment)

Craft and Structure (Grades 11-12)5: Analyze and evaluate the effectiveness of the structure an author uses in his or her exposition or argument, including whether the structure makes points clear, convincing, and engaging. (Lessons 1, 2, 3) (Enrichment)

6: Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text. (Enrichment)

Writing Standards

Text Types and Purposes (Grades 9-10)1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (Lessons 1, 2, 3) (Enrichment)

a. Introduce precise claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that establishes clear relationships among claim(s), counterclaims, reasons, and evidence. b. Develop claim(s) and counterclaims fairly, supplying evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level and concerns. c. Use words, phrases, and clauses to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing. e. Provide a concluding statement or section that follows from and supports the argument presented.


Production and Distribution of Writing (Grades 9-10)6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products, taking advantage of technology’s capacity to link to other information and to display information flexibly and dynamically. (Enrichment)

Research to Build and Present Knowledge (Grades 9-10)8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation. (Enrichment)

9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (Enrichment)

a. Apply grades 9–10 Reading standards to literature (e.g., “Analyze how an author draws on and transforms source material in a specific work [e.g., how Shakespeare treats a theme or topic from Ovid or the Bible or how a later author draws on a play by Shakespeare]”).b. Apply grades 9–10 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning”).

2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (Enrichment)

a. Introduce a topic; organize complex ideas, concepts, and information to make important connections and distinctions; include formatting (e.g.,headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic with well-chosen, relevant, and sufficient facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language and domain-specific vocabulary to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).


Text Types and Purposes (Grades 11-12)1: Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence. (Enrichment)

a. Introduce precise, knowledgeable claim(s), establish the significance of the claim(s), distinguish the claim(s) from alternate or opposing claims, and create an organization that logically sequences claim(s), counterclaims, reasons, and evidence.b. Develop claim(s) and counterclaims fairly and thoroughly, supplying the most relevant evidence for each while pointing out the strengths and limitations of both in a manner that anticipates the audience’s knowledge level, concerns, values, and possible biases.c. Use words, phrases, and clauses as well as varied syntax to link the major sections of the text, create cohesion, and clarify the relationships between claim(s) and reasons, between reasons and evidence, and between claim(s) and counterclaims. d. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writinge. Provide a concluding statement or section that follows from and supports the argument presented.

2: Write informative/explanatory texts to examine and convey complex ideas, concepts, and information clearly and accurately through the effective selection, organization, and analysis of content. (Enrichment)

a. Introduce a topic; organize complex ideas, concepts, and information so that each new element builds on that which precedes it to create a unified whole; include formatting (e.g., headings), graphics (e.g., figures, tables), and multimedia when useful to aiding comprehension.b. Develop the topic thoroughly by selecting the most significant and relevant facts, extended definitions, concrete details, quotations, or other information and examples appropriate to the audience’s knowledge of the topic.c. Use appropriate and varied transitions and syntax to link the major sections of the text, create cohesion, and clarify the relationships among complex ideas and concepts.d. Use precise language, domain-specific vocabulary, and techniques such as metaphor, simile, and analogy to manage the complexity of the topic.e. Establish and maintain a formal style and objective tone while attending to the norms and conventions of the discipline in which they are writing.f. Provide a concluding statement or section that follows from and supports the information or explanation presented (e.g., articulating implications or the significance of the topic).

Production and Distribution of Writing (Grades 11-12)6: Use technology, including the Internet, to produce, publish, and update individual or shared writing products in response to ongoing feedback, including new arguments or information. (Enrichment)


Speaking and Listening Standards

Comprehension and Collaboration (Grades 9-10)1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Lessons 1, 2, 3) (Enrichment)

a. 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.b. Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.c. Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.d. Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.

2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. (Enrichment)

3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,identifying any fallacious reasoning or exaggerated or distorted evidence. (Lessons 1, 2, 3) (Enrichment)

Research to Build and Present Knowledge (Grades 11-12)8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation. (Enrichment)

9: Draw evidence from literary or informational texts to support analysis, reflection, and research. (Enrichment)

a. Apply grades 11–12 Reading standards to literature (e.g., “Demonstrate knowledge of eighteenth-, nineteenth- and early-twentieth-century foundational works of American literature, including how two or more texts from the same period treat similar themes or topics”).b. Apply grades 11–12 Reading standards to literary nonfiction (e.g., “Delineate and evaluate the reasoning in seminal U.S. texts, including the application of constitutional principles and use of legal reasoning [e.g., in U.S. Supreme Court Case majority opinions and dissents] and the premises, purposes, and arguments in works of public advocacy [e.g., The Federalist, presidential addresses]”).


Comprehension and Collaboration (Grades 11-12)1: Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. (Enrichment)

a. 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.b. Work with peers to promote civil, democratic discussions and decision making, set clear goals and deadlines, and establish individual roles as needed.c. Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.d. Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.

2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. (Enrichment)

3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. (Enrichment)

Presentation of Knowledge and Ideas (Grades 11-12)4: 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. (Enrichment)

5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (Enrichment)

Presentation of Knowledge and Ideas (Grades 9-10)4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task. (Lessons 1, 2, 3) (Enrichment)

5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest. (Enrichment)


Rhetoric: More Than a Rhetorical QuestionPretestName: ______________________________ Class: _______________


1. Which Greek philosopher divided the means of persuasion into categories?

A. SophoclesB. AeschylusC. PlatoD. Aristotle

2. What does the concept of Pathos address?A. Logic/OrganizationB. EmotionC. Intelligence D. Credibility

3. What does the concept of Logos address?A. Logic/OrganizationB. EmotionC. IntelligenceD. Credibility

4. What does the concept of Ethos address?

A. Logic/OrganizationB. EmotionC. IntelligenceD. Credibility

5. What does the term Fallacy mean?

A. A weak pointB. A counter attackC. A misleading or false pointD. An opposite point


Introduction: Discuss the importance of using argumentative communication in writing. The goal of argumentative writing is to persuade an audience that ideas are valid, or more valid than someone else’s. The Greek philosopher Aristotle divided the means of Persuasion/Appeals into three categories: Pathos, Logos, and Ethos.

Rhetoric: More Than a Rhetorical QuestionThe Effective Use of Pathos, Logos, and EthosClass-time needed: four class periods

Purpose/Objective:• To identify elements of Rhetoric in visual, spoken, and written

examples.• To use the writing process to identify and explain rhetorical

elements.• To recognize rhetorical elements within OERB

advertisements.

Materials to download from OERBHOMEROOM.com• OERB advertisements

Materials:• Student Handout, Explaining Rhetorical Elements• Student Handouts, Rhetorical Observation Charts #1 and #2• Student Handout, Identifying Rhetorical Fallacies

Teacher Preparation: The teacher will need to preview the OERB advertisements 1995-2012 (all of the ads provided are applicable). After viewing the ads, the teacher will need to find examples of rhetoric in the advertisements before class viewing in order to help lead discussion.


Enrichment:

• Assign students the task of locating Rhetorical Elements in other areas:1. From current text/textbook passages.2. From a media source (TV commercial, online advertisement).3. From a magazine/catalogue.

• For each example, identify the following:1. Type of source.2. Theme/Focus/Topic3. Specific Rhetorical Elements and how they were used (students may make use of the guided questions from Lesson 2).


• As a closing activity, teachers may use the following questions for class discussion:

1. What did you learn about Rhetoric in everyday use?

2. In your opinion, which of Aristotle’s three appeals was the easiest to identify, and why? Which was the most difficult and why?

Lesson 1 Procedure:

1. Distribute Lesson 1, Explaining Rhetorical Elements to the students.

2. After reading through and explaining each definition to the class, discuss the examples provided.

3. Once you feel the students have a good understanding of each definition and example above, ask them to provide an example of their own in the space provided or on a separate paper.

4. Encourage class discussion and sharing of examples.


Lesson 2 Procedure:

1. Hand out the Rhetorical Observation Charts to the students.

2. Explain to the students that as they watch the two advertisements from the OERB they should fill out the appeals (left hand column only) of Observation Chart #1.

3. After each of the two advertisements has been viewed (possibly twice), stop the video and as a class discusses what examples of Pathos, Logos, and Ethos were found. Any student called on should have an example in their notes/charts. Provide for the students the following guided questions:

a. Which appeal/appeals were used, and in what way?b. How does this (or these) appeal/s affect the viewer?c. What wording/visual detail was used in the ad to create the appeal?

4. After completing the three guided questions with each ad, the teacher will then divide students into groups of two or three.

5. The class will then watch a third advertisement while taking notes on Observation Chart #2.

6. Once the ad is finished, each group will discuss the appeals used, and then write individual 8-11 sentence paragraphs.

7. After 10-20 minutes of discussion and writing, the teacher should have the groups explain their answers to the class; concentrating on how each appeal was used and why.

8. Teachers can then either tell students to keep the Rhetorical Observation charts for Lesson 3, or take the charts up for a grade.


Lesson 3 Procedure:

1. Distribute Lesson 3, Identifying Rhetorical Fallacies, to the students, and explain the definitions and examples to them.

2. After each example, have students come up with one of their own. Share these examples with the class.

3. After the class exhibits an understanding of the term Fallacy, tell students to take out their Rhetorical Observation Charts, and to look at the Fallacy column they left blank during the previous lesson.

4. Explain to the students that as they re-watch the two advertisements from the OERB, they should fill out the Fallacy (right hand column only) of Observation Chart #1.

5. After each of the first two advertisements has been viewed, stop the video and as a class discuss examples of Fallacy (if any). Any student called on should have an example in his/her notes/charts. Provide for the students the following guided questions:

a. Which fallacy/fallacies were used, and in what way?b. How does this/these fallacy/fallacies affect the overall argument?c. What wording/visual aid/detail most enabled the fallacy?

6. After doing this with each ad, the teacher will divide students back into their previous groups of two or three.

7. The class will then watch a third advertisement while taking notes on the Fallacy section of Observation Chart #2.

8. Once the ad is finished, each group discusses which fallacies were used and will then individually write 8-11 sentence paragraphs.

9. After 10-20 minutes of discussion and writing, the teacher will direct the groups to explain their answers to the class; concentrating on how each fallacy was used, and why.

10. See expanded scoring rubric to assess paragraphs.

Enrichment:

• Have the students revise their two paragraphs into a short compare and contrast essay using the following prompt (This can be an individual or group assignment):

After viewing the third advertisement for the second time, explain how your understanding of Rhetorical Appeals has changed.


Rhetoric-Lesson 1Explaining Rhetorical Elements


Pathos (Emotional Appeal) means to persuade by appealing to the audience’s emotions. We can look at texts ranging from classical essays to contemporary advertisements to see how pathos is used to persuade. Language choice affects the audience’s emotional response, and emotional appeal can effectively be used to enhance an argument. Look at specific emotion-evoking words that are used in writing and in ads. Look also for background detail such as music and props.

Example: In a toothpaste commercial, smiling children with sparkling white teeth come dancing and skipping out of a dentist’s office while happy music plays in the background.

Write a complete 4-5 sentence description, explaining an example of Pathos that you have seen in a commercial.

Logos (Logical Appeal) means to persuade by the use of reasoning. What is an effective, persuasive statement to back up specific claims? Giving valid reasons is the heart of argumentation; but cannot be emphasized enough. Look at the types of support used to substantiate a thesis. What was said specifically and more importantly, what was not said (purposely left out).

Example: In a toothpaste commercial, 4 out of 5 dentists agree on a specific brand of toothpaste in regard to its cavity-fighting properties.

Write a complete 4-5 sentence description, explaining an example of Logos that you have seen in a commercial.

Ethos (Ethical Appeal/Credibility) means to convey authority because of the character of the author/speaker. We tend to believe people whom we respect. One of the central problems of argumentation is the inability to project an impression to the audience that you are someone worth hearing. In other words making yourself as author an authority on the subject of the paper, as well as someone who is likable and worthy of respect. Look at the people who speak to you directly in the ads.

Example: In a toothpaste commercial, a dentist speaks to the camera (you). He is dressed in a white lab coat, clean cut, middle aged, fit looking, and respectable. Most importantly, he has great teeth.

Write a complete 4-5 sentence description, explaining an example of Ethos that you have seen in a commercial.


Rhetoric-Lesson 2Rhetorical Observation Chart #1Name:

Selection Title:

Aristotle’s Appeals Appeals Used Fallacies Identified

Pathos(emotional appeal)

Logos(logical appeal)

Ethos(credibility appeal)

Selection Title:







Selection Title:






Rhetoric-Lesson 3Identifying Rhetorical Fallacies

Q: What is a Fallacy?A: A falseness within an appeal.

Rhetorical Fallacies, or fallacies of argument, don’t allow for the open, two-way exchange of ideas upon which meaningful conversations depend. Instead, they distract the audience with various appeals instead of using sound reasoning. They can be divided into three categories:

1. Emotional Fallacies unfairly appeal to the audience’s emotions.

In the toothpaste commercial, how is the music playing in the background influencing the viewer’s emotions? If the ad were muted, would the viewer feel the same way?

Write a complete 4-5 sentence description, explaining an example of Emotional Fallacies that you have seen in a commercial.

2. Logical Fallacies depend upon faulty logic.

In the toothpaste commercial, who is the 5th dentist who did not agree on the specific brand of toothpaste, and what were his/her reasons for not recommending it?

Write a complete 4-5 sentence description, explaining an example of Logical Fallacies that you have seen in a commercial.

3. Ethical Fallacies unreasonably advance the writer’s own authority or character.

In the toothpaste commercial, pay attention to the dentist who is speaking. Is he actually a dentist, or an actor? Why is he male, middle aged, and fit? Would an overweight, young, woman have had the same appeal? What if she had clean white teeth, but one of them was noticeable crooked?

Write a complete 4-5 sentence description, explaining an example of Ethical Fallacies that you have seen in a commercial.


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Rhetoric: More Than a Rhetorical QuestionGlossary

Aristotle – The Greek philosopher who divided the means of Persuasion/Appeals into three categories: Pathos, Logos, and Ethos.

Emotional fallacies – Unfairly appeal to the audience’s emotions.

Ethos (Credibility) – or the ethical appeal, means to convey authority by the character of the author/speaker.

Fallacy – A falseness within an appeal.

Logical fallacies – depend upon faulty logic.

Logos (Logical) – means to persuade by the use of reasoning.

Pathos (Emotional) – means to persuade by appealing to the reader’s emotions.

Rhetorical fallacies – or fallacies of argument, distract the audience with various appeals instead of using sound reasoning.


Rhetoric: More Than a Rhetorical QuestionPost TestName: ______________________________ Class: _______________











Rhetoric: More Than a Rhetorical QuestionPre/Post Test-ANSWER KEYName: ______________________________ Class: _______________










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55Language Arts | Research Teacher

Research: Fact in FictionOklahoma Academic Standards—English Language Arts

Writing StandardsResearch to Build and Present Knowledge (Grades 9-10)7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the usefulness of each source in answering the research question; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and following a standard format for citation.

Research to Build and Present Knowledge (Grades 11-12)7: Conduct short as well as more sustained research projects to answer a question (including a self-generated question) or solve a problem; narrow or broaden the inquiry when appropriate; synthesize multiple sources on the subject, demonstrating understanding of the subject under investigation.

8: Gather relevant information from multiple authoritative print and digital sources, using advanced searches effectively; assess the strengths and limitations of each source in terms of the task, purpose, and audience; integrate information into the text selectively to maintain the flow of ideas, avoiding plagiarism and overreliance on any one source and following a standard format for citation.

Speaking and Listening Standards


a. 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.

2: Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.

3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric,identifying any fallacious reasoning or exaggerated or distorted evidence.


Presentation of Knowledge and Ideas (Grades 9-10)4: Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.

5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


a. 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.

2: Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.

3: Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.

Presentation of Knowledge and Ideas (Grades 11-12)4: 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.

5: Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.


Research: Fact in FictionPretestName: ______________________________ Class: _______________


1. Historical fiction and nonfiction are the same thing.

A. TrueB. False

2. What does OERB stand for?A. Oil and Energy Rehabilitation BoardB. Oklahoma Energy Resources BoardC. Oil and Electric Resources Bureau D. Oklahoma’s Environmental Recreation Blog

3. Which of the following is NOT a necessary component for an appropriate presentation?A. Matching outfitsB. Maintaining eye contactC. Proper postureD. Thorough understanding of topic

4. OERB’s well-site restoration program services do not include

A. Removing of equipmentB. Prosecuting “at-fault” partiesC. Repairing land erosionD. Removing hydrocarbon and other waste products

5. Research sources can contribute which of the following to a presentation

A. Textual informationB. Graphic informationC. Video/audio informationD. All of the above


Introduction: Discuss what difference it makes if a piece of fiction contains factual people, places, or themes. How does knowing that a story could have taken place make you read or react to the story differently? Have students list or share novels or stories that are fiction, but are realistic.

Research: Fact in FictionUsing Historical FictionClass-time needed: three-six class periods

Purpose/Objective:• Choose a research topic based on a piece of historical fiction• Evaluate the quality of sources• Create a visual presentation

Materials to download from OERBHOMEROOM.com• Digital copy-Chapter 3 of Oil! by Upton Sinclair• Link to entire novel available online

Materials:• Student Handout, Topics for Research• Student Handouts, Source Worksheet• Student Handout, Connection/Commentary Worksheet• Student Handout, Student Evaluation Sheet-Speaking/Listening Rubric

Teacher Preparation: Teacher may want to read/review Ch. 3 “The Drilling” from Oil! by Upton Sinclair and review the procedures. It would also be beneficial to research topics listed on Handout 1 beforehand so that you may provide websites to help students who need more assistance.


Enrichment: • Choose another book of historical fiction and research a real event, person, or place that

is referenced in the novel. Follow the same procedures and put together a presentation for the class.

• Research Scavenger Hunt-(view lesson on OERBHOMEROOM.com)


• Have students go back and reread Ch. 3 “The Drilling” from Oil! by Upton Sinclair. Lead a classroom discussion using the following questions:

1. How did your reading or reaction to the text change after researching your topic?

2. What information from the presentations specifically enhanced your reading experience?

3. What role do you think research plays in writing fiction?

Procedure:

1. Using the Topics for Research handout, break students into groups based on the research topics listed.

2. Read Ch. 3 “The Drilling” from Oil! by Upton Sinclair. Have students look for quotes that incorporate their research topics.

3. As a group, using Internet resources, have students research their topics. They should find six sources; the OERB website must be one of the sources students use.

4. Have students independently evaluate the six sources using the Source Worksheet.

5. Have students come back together with their group and share their Source Checklist. Using their independent ratings on the Source Checklist, have students narrow the number of sources to three.

6. Once students have narrowed their sources to three, have them complete the Connections/Commentary worksheet. Note: For assessment, teachers can check the Connection/Commentary worksheet for completeness.

7. Using the information from the Connections/Commentary worksheet, have students use the Internet to create a visual presentation not to exceed five minutes to share their information with the class, using appropriate citations.

8. Students will evaluate each other’s presentations using the Speaking/Listening Rubric. Note: For assessment, compile all of the results of the Speaking/Listening Rubric for an overall grade.


Research: Fact in FictionTopics for Research

Oil TechnologyDrilling Process

Economic Impact of Oil IndustryStart of the Oil Industry

California/Oklahoma Oil HistoryPetroleum Engineering

Important Oil Players of the 20th CenturyInnovations in Oil Technology

Social Impact of Oil Towns on State CultureHow is Oil Discovered

Role/History of Wildcatters


Research: Fact in FictionSource Worksheet

Web Address

Check all that apply:

Is this source useful as a textual source?Is this source useful as a graphic source?Is this source useful as a video source?

Does the information your source provides further your understanding of your topic?

If no, what do you think is missing? If yes, how does it further your understanding?

On a scale of 1-5, 1 being not useful and 5 being very useful, how would you rate this source?

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Research: Fact in FictionConnections/Commentary Worksheet

Quote from Oil! Research to Support Commentary


Research: Fact in FictionStudent Evaluation Rubric


1. Speaker(s) maintain eye contact with the audience.

2. Speaker(s) uses clear and audible volume and inflection.

3. Speaker(s) maintains professional posture and stance. (i.e. stands up straight, doesn’t fidget, uses appropriate hand gestures)

4. Speaker(s) effectively acknowledges and incorporates aspects of the visual presentation without reading directly from the presentation.

5. Members of the group not speaking maintain professional demeanor and are attentive to the current speaker and audience (i.e. maintaining appropriate eye contact, and assists presenter when necessary and appropriate, not laughing or “fidgeting” with other group members.)

6. Presenters integrate multiple sources of information such as text, graphics, video clips, audio recording, or other visual aid outside of the PowerPoint mode.

7. Presents information, findings, and supporting evidence, conveying a clear and distinct perspective (i.e. listeners can follow the line of reasoning, presentation flows logically, and audience members are engaged.)

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What was the most valuable aspect of this presentation?


Research: Fact in FictionPost TestName: ______________________________ Class: _______________



A. TrueB. False








Research: Fact in FictionPre/Post Test-ANSWER KEYName: ______________________________ Class: _______________



A. TrueB. False







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Detail and TonePretestName: ______________________________ Class: _______________










Language Arts | Detail and Tone Student

Detail and Tone-Lesson 1Recognizing Details and Imagery


Details are specific concrete words that name or describe objects, people, places, dates or ideas. They are important to communicating experiences, feelings, ideas or concepts. In the following examples the details are underlined.

“They started with nothing more than a tent, some tools, and supplies.”

“Kiefer, that wild and crazy place…constructed an opera house, and ice cream parlor, a library and a pair of movie houses.”

Imagery (sensory language) is a specific kind of detail that appeals to the five senses: sight, sound, touch, taste, smell. In the following examples, the images are underlined.

“I broke through [a frozen gully]. I was plumb up to my knees in icy, muddy oil slush; mud, ice and slush went into my mouth, nose and ears.”

2. Practice

Read the following passages from Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World-Class Oil Field by Doug Hicks. The first passage is a personal account by a farmer of his impression of Kiefer, Oklahoma, a rapidly growing hub of oil activity. The second passage is the response from Robert Galbreath as his well, the Ida Glenn, erupted and began the evolution of the oil industry in Oklahoma.

Read the passages carefully for the use of details and imagery that create vivid pictures of the life and excitement surrounding the discovery of oil in Oklahoma. Then fill-in the appropriate sections of the Descriptive Language Chart.

Passage 1

“No one could tell you what Kiefer was like…It seemed that confusion was everywhere. The Khaki-clad, high-booted men who directed things seemed to know where they were going. The great masses of heavy wagons, pulled by teams of ten to twenty mules or horses, were go-ing, or trying to go in every direction. Utter confusion! Steam boilers, rig timbers, pipe, wooden tanks – all sorts of oil-field stuff were lining the muddy streets. The people, masses of them, surged back and forth, back and forth, on the dirt sidewalks and board porches fronting the little stores, which had been thrown up to cater to the needs of thousands of people who had come here” (Hicks 45).


Passage 2

“Galbreathreachedthederrickfloor‘inaboutthreejackrabbitjumps.’Oilbegansloppingontothethickboardsofthedrillfloor.Galbreathrelates,‘Aswewatchedinwonderment,itmountedfromaquiet,gaseousstreamintoanincreasinglyforcefulcolumnofgoldenrichesthatrapidlymountedhigherandhigher.Thenallhellbrokeloose,andtheIdaGlennflowedmightilyoverthederricktop,overthecrownblock,highintotheairabove’”(Hicks30).

Hicks,Doug.Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World- Class Oil Field.UnitedStates:SchnakeTurnboFrank,2005.Print.

Passage 3

CHAPTERIV

Ithadbeenobvioustoallhandsforsometimethatthesecondmate,whosenamewasFoster,wasanidle,carelessfellow,andnotmuchofasailor,andthatthecaptainwasexceedinglydissatisfiedwithhim.Thepowerofthecaptaininthesecaseswaswellknown,andweallanticipatedadifficulty.Foster(calledMr.byvirtueofhisoffice)wasbuthalfasailor,havingalwaysbeenonshortvoyages,andremainedathomealongtimebetweenthem.Hisfatherwasamanofsomeproperty,andintendedtohavegivenhissonaliberaleducation;buthe,beingidleandworthless,wassentofftosea,andsucceedednobetterthere;for,unlikemanyscamps,hehadnoneofthequalitiesofasailor,—hewas“notofthestuffthattheymakesailorsof.’’Heusedtoholdlongyarnswiththecrew,andtalkagainstthecaptain,andplaywiththeboys,andrelaxdisciplineineveryway.Thiskindofconductalwaysmakesthecaptainsuspicious,andisneverpleasant,intheend,tothemen;theypreferringtohaveanofficeractive,vigilant,anddistantasmaybewithkindness.Amongotherbadpractices,hefrequentlysleptonhiswatch,and,havingbeendiscoveredasleepbythecaptain,hewastoldthathewouldbeturnedoffdutyifhediditagain.Topreventhissleepingondeck,thehen-coopswereorderedtobeknockedup,forthecaptainneversatdownondeckhimself,andneverpermittedanofficertodoso.

Dana,RichardH.,Jr.Two Years Before the Mast.N.p.:n.p.,1840.ProjectGutenberg.Web.19 Apr.2013.

Detail and Tone-Lesson 2Descriptive Language Chart

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Detail and Tone-Lesson 3Viewer Observation Chart

As you view the film The Glenn Pool Story, look for interesting facts and details and list them on the spaces below.

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Detail and Tone-Lesson 4 (Handout 1)Understanding Tone

Tone is the attitude a writer takes toward his or her subject or audience. Like the tone of a speak-er’s voice, the tone of a work of literature expresses the writer’s feelings. A work’s tone can usually be described with an adjective or two: bitter, playful, sarcastic, and so on.

To decide on the tone of a passage, you should ask yourself the following guiding questions:

1. What is the passage’s subject, and who is its audience?

2. What would you say are the most important words in the passage? What connotations, or associations do these words have?

3. What general emotion do the passage’s images create?

4. Are there any hints that the narrator or speaker does not really mean everything he/she says?

5. Does the narrator or speaker use irony? If so, is this irony lighthearted, bitter, or pointed?

6. If the narrator or speaker were speaking aloud, how would you describe the sound of his/her voice?


Detail and Tone-Lesson 4 (Handout 2)Identifying Tone

Tone may be playful, formal, intimate, angry, serious, ironic, outraged, baffled, tender, serene, depressed, etc., and is a way of expressing feelings or attitudes that will influence how the reader feels about the characters, events, and outcomes. The writer can show attitude using scenery, emotions, sounds, and colors.

Using the questions found in Handout #1; decide the tone of the following passage. Be sure to highlight and annotate examples within the text.

On this particular day, Chesley had dropped by to make sure his two little wells were still being pumped. Galbreath saw it as an opportunity to hijack him then and there. He told his friend a little white lie – the power was off and the wells were shut down. Then he said, “Frank, it’s a nice day for a buck-board ride to the Glenn area, where I’ll show you the best drilling location in all creation.” “Hell, Bob, I need those two barrels production from these wells just to keep eating regu-lar.” “Boy, are you in trouble and headed for a long, lean, hungry spell, ‘cause till you do me the courtesy of looking at the country down there, I’m not going to pump your damn wells,” Galbreath replied. Shoved onto the buckboard, Chesley told Galbreath that anyone who extorted and hi-jacked wasn’t much of a friend. At the Glenn farm, Galbreath led Chesley to the limestone ledge, broke off a little chunk, and, sure enough, another pearl of oil seeped from the stone. According to Galbreath, Chesley almost “wet his pants” (Hicks 26-27).

Hicks, Doug. Nearly Forgotten: The Amazing Story of the Glenn Pool, Oklahoma’s First World-class Oil Field. United States: Schnake Turnbo Frank, 2005. Print.

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Detail and TonePost TestName: ______________________________ Class: _______________











Analyzing Informational TextsPretestName: ______________________________ Class: _______________










Language Arts | Analyzing Informational Texts Student

Wildfire Opens Door for OERB Restoration on Depew RanchSource: Drumright Gusher, January 3, 2013

For 40 years, Bob Mayberry accepted the mess that was his ranch. Sitting just outside, Depew, Okla., historic oil and natural gas drilling had left the land scarred by saltwater, gorged by erosion and spotted with concrete debris.

Mayberry bought the property in 1972 saying he hoped someone – perhaps from the oil and natural gas industry - would eventually clean it up. Now, four decades later, that is exactly what is happening.

The ranch is just one of the more than 12,300 abandoned oilfield sites cleaned up since 1994 by the Oklahoma Energy Resources Board. The state’s oil and natural gas producers and royalty owners voluntarily fund the program. To date, more than $75 million has been spent on restoration projects across the state. The cost to restore Mayberry’s land was around $30,000 – none of which Bob had to pay.

Mr. Mayberry knew the OERB restoration program was available. In fact, the organization cleaned up his son’s nearby property roughly eight years ago. But, it took outside forces to finally get Bob to act.

A wildfire broke out on the ranch last year, threatening livestock and burning vegetation. When the fire department arrived, it could not reach the flames due to the deep scarring and gorges plaguing Mayberry’s property. Firefighters were forced to use a neighbor’s pasture to reach the fire.

“When that happened, it ticked me off,” said Mayberry. “So I called.”

That call to the OERB laid the groundwork for restoring the ranch back to a safe place for Bob’s cattle.

Construction crews moved in to clean up six sites across the 200 acres. During the land’s production days in the 1920s, the oil tanks sat atop a hill. Because there was little regulation on the industry at that time, saltwater was allowed to run out of the well and straight down the hill. It collected in a pond at the bottom. That salt, and the rainwater that has fallen over the years, ate away at the land and caused the expansive erosion.

This summer, OERB contractors began their work. They built terraces on the hillside to better direct the flow of water down into the pond and stop future erosion. They filled the deep gorges with topsoil and treated the dirt so future vegetation can grow. Workers also removed piles of concrete and old, rusty flowlines that once carried petroleum.

Mayberry says he is happy with the work the OERB has done. And, with the help of his son, a contractor, he is expanding the size of his pond, now that it has a working dam.

“The land is useful now,” said Mayberry. “If we can get some grass out here, it will be good.”

Construction crews will return to the ranch in the spring to plant grass and monitor the soil levels.

Created in 1993 by the Oklahoma Legislature, the OERB has been serving the state of Oklahoma for nearly 20 years.

The OERB is funded voluntarily by oil and natural gas producers and royalty owners through a one-tenth of 1 percent assessment on the sale of oil and natural gas. The OERB’s purpose is to conduct the environmental restoration of orphaned and abandoned well sites and to educate Oklahomans about energy. Register your abandoned well site at oerb.com.


Analyzing Informational TextsColumn Summary WorksheetTopic: Wildfire Opens Door for OERB Restoration on Depew Ranch


Common Summary

What’s your level of understanding?

Don’t understand at all

I need help

I understand

I can teach it to my classmates

Your Summary



God’s GrandeurBy: Gerard Manley Hopkins

Source: Gerard Manley Hopkins: Poems and Prose (Penguin Classics, 1985)

The world is charged with the grandeur of God. It will flame out, like shining from shook foil; It gathers to a greatness, like the ooze of oilCrushed. Why do men then now not reck his rod?Generations have trod, have trod, have trod; And all is seared with trade; bleared, smeared with toil; And wears man’s smudge and shares man’s smell: the soilIs bare now, nor can foot feel, being shod.

And for all this, nature is never spent; There lives the dearest freshness deep down things;And though the last lights off the black West went Oh, morning, at the brown brink eastward, springs —Because the Holy Ghost over the bent World broods with warm breast and with ah! bright wings.


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OzymandiasBy: Percy Bysshe Shelley

Source: Shelley’s Poetry and Prose (W. W. Norton & Company, 1977)

I met a traveller from an antique land,Who said—“Two vast and trunkless legs of stoneStand in the desert. . . . Near them, on the sand,Half sunk a shattered visage lies, whose frown,And wrinkled lip, and sneer of cold command,Tell that its sculptor well those passions readWhich yet survive, stamped on these lifeless things,The hand that mocked them, and the heart that fed;And on the pedestal, these words appear:My name is Ozymandias, King of Kings;Look on my Works, ye Mighty, and despair!Nothing beside remains. Round the decayOf that colossal Wreck, boundless and bareThe lone and level sands stretch far away.”


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Analyzing Informational TextsWriting Prompt

Writing Prompt:

In an essay compare the article “Wildfire opens door….” and at least one of the poems discussed for the common theme shared. Make sure you support your conclusions with textual evidence, both explicit and inferential. Use the attached rubric to evaluate your work.

Directions: Use the following thesis statement and writing prompt to write a short 3-5 paragraph essay. Be sure to follow the rubric.

Thesis Statement:

The text “Wildfire Opens Door” and the poem(s) “Ozymandias” and/or “God’s Grandeur” both deal with (what topic?), saying that (what conclusion did you draw from the works?)

Analyzing Informational TextsWriting Prompt Rubic


1. Introduces a topic, organizing complex ideas, concepts and ideas

2. Develops the topic thoroughly using relevant facts, extended definitions, concrete details and quotations

3. Uses appropriate and varied transitions, clarifying relationships among complex ideas and concepts

4. Uses precise language, specific vocabulary and literary techniques to manage the complexity among complex ideas

5. Establishes and maintains a formal style and objective tone

6. Provides a concluding statement that supports the information or explanation presented

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Analyzing Informational TextsPost TestName: ______________________________ Class: _______________











Rhetoric: More Than a Rhetorical QuestionPretestName: ______________________________ Class: _______________










Language Arts | Rhetoric Student


Rhetoric-Lesson 1Explaining Rhetorical Elements1. Definitions and Examples

Pathos (Emotional Appeal) means to persuade by appealing to the audience’s emotions. We can look at texts ranging from classical essays to contemporary advertisements to see how pathos is used to persuade. Language choice affects the audience’s emotional response, and emotional appeal can effectively be used to enhance an argument. Look at specific emotion-evoking words that are used in writing and in ads. Look also for background detail such as music and props.

Example: In a toothpaste commercial, smiling children with sparkling white teeth come dancing and skipping out of a dentist’s office while happy music plays in the background.

Write a complete 4-5 sentence description, explaining an example of Pathos that you have seen in a commercial.

Logos (Logical Appeal) means to persuade by the use of reasoning. What is an effective, persuasive statement to back up specific claims? Giving valid reasons is the heart of argumentation; but cannot be emphasized enough. Look at the types of support used to substantiate a thesis. What was said specifically and more importantly, what was not said (purposely left out).

Example: In a toothpaste commercial, 4 out of 5 dentists agree on a specific brand of toothpaste in regard to its cavity-fighting properties.

Write a complete 4-5 sentence description, explaining an example of Logos that you have seen in a commercial.

Ethos (Ethical Appeal/Credibility) means to convey authority because of the character of the author/speaker. We tend to believe people whom we respect. One of the central problems of argumentation is the inability to project an impression to the audience that you are someone worth hearing. In other words making yourself as author an authority on the subject of the paper, as well as someone who is likable and worthy of respect. Look at the people who speak to you directly in the ads.

Example: In a toothpaste commercial, a dentist speaks to the camera (you). He is dressed in a white lab coat, clean cut, middle aged, fit looking, and respectable. Most importantly, he has great teeth.

Write a complete 4-5 sentence description, explaining an example of Ethos that you have seen in a commercial.



Selection Title:





Selection Title:







Selection Title:






Rhetoric-Lesson 3Identifying Rhetorical Fallacies

Q: What is a Fallacy?A: A falseness within an appeal.

Rhetorical Fallacies, or fallacies of argument, don’t allow for the open, two-way exchange of ideas upon which meaningful conversations depend. Instead, they distract the audience with various appeals instead of using sound reasoning. They can be divided into three categories:

1. Emotional Fallacies unfairly appeal to the audience’s emotions.

In the toothpaste commercial, how is the music playing in the background influencing the viewer’s emotions? If the ad were muted, would the viewer feel the same way?

Write a complete 4-5 sentence description, explaining an example of Emotional Fallacies that you have seen in a commercial.

2. Logical Fallacies depend upon faulty logic.

In the toothpaste commercial, who is the 5th dentist who did not agree on the specific brand of toothpaste, and what were his/her reasons for not recommending it?

Write a complete 4-5 sentence description, explaining an example of Logical Fallacies that you have seen in a commercial.

3. Ethical Fallacies unreasonably advance the writer’s own authority or character.

In the toothpaste commercial, pay attention to the dentist who is speaking. Is he actually a dentist, or an actor? Why is he male, middle aged, and fit? Would an overweight, young, woman have had the same appeal? What if she had clean white teeth, but one of them was noticeable crooked?

Write a complete 4-5 sentence description, explaining an example of Ethical Fallacies that you have seen in a commercial.


Rhetoric: More Than a Rhetorical QuestionPost TestName: ______________________________ Class: _______________










Research: Fact in FictionPretestName: ______________________________ Class: _______________



A. TrueB. False







Language Arts | Research Student

Research: Fact in FictionTopics for Research

Oil TechnologyDrilling Process

Economic Impact of Oil IndustryStart of the Oil Industry

California/Oklahoma Oil HistoryPetroleum Engineering

Important Oil Players of the 20th CenturyInnovations in Oil Technology

Social Impact of Oil Towns on State CultureHow is Oil Discovered

Role/History of Wildcatters



Research: Fact in FictionSource Worksheet

Web Address






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Research: Fact in FictionConnections/Commentary Worksheet

Quote from Oil! Research to Support Commentary


Research: Fact in FictionStudent Evaluation Rubric


1. Speaker(s) maintain eye contact with the audience.

2. Speaker(s) uses clear and audible volume and inflection.

3. Speaker(s) maintains professional posture and stance. (i.e. stands up straight, doesn’t fidget, uses appropriate hand gestures)

4. Speaker(s) effectively acknowledges and incorporates aspects of the visual presentation without reading directly from the presentation.

5. Members of the group not speaking maintain professional demeanor and are attentive to the current speaker and audience (i.e. maintaining appropriate eye contact, and assists presenter when necessary and appropriate, not laughing or “fidgeting” with other group members.)

6. Presenters integrate multiple sources of information such as text, graphics, video clips, audio recording, or other visual aid outside of the PowerPoint mode.

7. Presents information, findings, and supporting evidence, conveying a clear and distinct perspective (i.e. listeners can follow the line of reasoning, presentation flows logically, and audience members are engaged.)

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What was the most valuable aspect of this presentation?

Research: Fact in FictionPost TestName: ______________________________ Class: _______________



A. TrueB. False








Documents

Language Arts - OERB · 1. To develop and design oil and natural gas education activities for K-12 teachers and students in Oklahoma. 2. To provide teachers with: - Workshops statewide