Studying Exemplification: "The Catbird Seat"
Writing PromptAll of David J. Birnbaum's examples are drawn from his own experience. How does Birnbaum arrange his examples? Does this reliance on personal experience and his arrangement make his essay more (or less) convincing? Is his arrangement effective?
Student Activities (Approximate Time 2:53)
This is what students will do. To view lesson content click on the lesson zoom above.
Critical Concepts (40 min)
Quickwrite (8 min)
Previewing and Predicting (10 min)
Writing in the Margins (15 min)
Analyzing Text Structure (30 min)
Socratic Seminar (60 min)
Integrating Sources (10 min)
11th Grade English Language Arts Standards
This lesson teaches the following grade level appropriate state literacy standards. The cubes provide an abbreviation of the standard name and reference number. Click Add to My Lesson Plans to make a copy of the lesson. Making a copy will allow you to update any information including the literacy standards.
Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. Students will continue to apply earlier standards with greater depth in increasingly more complex texts.
Writing Process. Students use elements of the writing process (planning, drafting, revising, editing, and publishing) to compose text.
Expository and Procedural Texts. Students write expository and procedural or work-related texts to communicate ideas and information to specific audiences for specific purposes.
Conventions. Students understand the function of and use the conventions of academic language when speaking and writing. Students will continue to apply earlier standards with greater complexity.
Research Plan. Students ask open-ended research questions and develop a plan for answering them.
Gathering Sources. Students determine, locate, and explore the full range of relevant sources addressing a research question and systematically record the information they gather.
Synthesizing Information. Students clarify research questions and evaluate and synthesize collected information.
Organizing and Presenting Ideas. Students organize and present their ideas and information according to the purpose of the research and their audience.
Speaking. Students speak clearly and to the point, using the conventions of language. Students will continue to apply earlier standards with greater complexity. Students are expected to give a formal presentation that exhibits a logical structure, smooth transitions, accurate evidence, well-chosen details, and rhetorical devices, and that employs eye contact, speaking rate (e.g., pauses for effect), volume, enunciation, purposeful gestures, and conventions of language to communicate ideas effectively.
Teamwork. Students work productively with others in teams. Students will continue to apply earlier standards with greater complexity. Students are expected to participate productively in teams, offering ideas or judgments that are purposeful in moving the team towards goals, asking relevant and insightful questions, tolerating a range of positions and ambiguity in decision-making, and evaluating the work of the group based on agreed-upon criteria.
Culture and History. Students analyze, make inferences and draw conclusions about the author's purpose in cultural, historical, and contemporary contexts and provide evidence from the text to support their understanding. Students are expected to analyze how the style, tone, and diction of a text advance the author's purpose and perspective or stance.