Overview

Lesson Procedure

65-75 minutes of class time across 5 phases.

1. Warm-Up10 minutes
2. Direct Instruction20 minutes
3. Guided Practice15 minutes
4. Independent Practice15-20 minutes
5. Closure5-10 minutes

1. Warm-Up10 minutes

   Students write for three minutes, then share with a partner. Collect two or three answers and sort them on the board into "before the talk," "during the talk" and "after the talk."

   Warm-Up Prompt

   "Think of a class discussion that went well and one that went badly. Name one thing a person did in the good one that nobody did in the bad one."

   Students usually name habits such as "people listened," "someone asked a real question" or "nobody hogged it." Tell them that SL.9-10.1 turns those habits into skills they can practice: preparing, setting up the group, moving the talk forward and responding to what others say (Diagram 1).

2. Direct Instruction20 minutes

   Part 1: What the standard asks. Present Diagram 1 and the table below. SL.9-10.1 covers three formats (one-on-one, in groups and teacher-led) and four parts: come prepared with evidence (a); set rules for collegial discussion and decision-making, goals, deadlines and roles (b); propel the talk with questions that connect it to broader themes, bring others in, and clarify, verify or challenge (c); then respond, summarize agreement and disagreement, and qualify or justify views (d). "Collegial" means respectful and cooperative, the way colleagues treat each other.

   Discussion moves and sentence starters for SL.9-10.1

   Move	Part	Sentence starter
   Cite your preparation	a	"In paragraph __, I marked ..."
   Build on an idea	main	"I want to add to what __ said ..."
   Relate to a broader theme	c	"Where else do we see this, beyond the text?"
   Incorporate others	c	"__, you had your hand up. What were you thinking?"
   Clarify	c	"What do you mean by ...?"
   Verify	c	"Where does it say that? Let's check."
   Challenge	c	"I'd push back on that, because ..."
   Summarize	d	"So we agree that ..., but we still disagree about ..."
   Qualify or justify	d	"That changes my view a little: ..." or "I still think ..., because ..."

   Part 2: The text under study. The class reads an excerpt from "Citizenship in a Republic," the address Theodore Roosevelt gave at the Sorbonne in Paris on April 23, 1910, after his presidency. Students read it the night before and mark one sentence to bring to class. Read it aloud once more. The paragraphs are numbered so that speakers can cite them.

   1It is well if a large proportion of the leaders in any republic, in any democracy, are, as a matter of course, drawn from the classes represented in this audience to-day; but only provided that those classes possess the gifts of sympathy with plain people and of devotion to great ideals. You and those like you have received special advantages; you have all of you had the opportunity for mental training; many of you have had leisure; most of you have had a chance for the enjoyment of life far greater than comes to the majority of your fellows. To you and your kind much has been given, and from you much should be expected. Yet there are certain failings against which it is especially incumbent that both men of trained and cultivated intellect, and men of inherited wealth and position, should especially guard themselves, because to these failings they are especially liable; and if yielded to, their—your—chances of useful service are at an end.

   2Let the man of learning, the man of lettered leisure, beware of that queer and cheap temptation to pose to himself and to others as the cynic, as the man who has outgrown emotions and beliefs, the man to whom good and evil are as one. The poorest way to face life is to face it with a sneer. There are many men who feel a kind of twisted pride in cynicism; there are many who confine themselves to criticism of the way others do what they themselves dare not even attempt. There is no more unhealthy being, no man less worthy of respect, than he who either really holds, or feigns to hold, an attitude of sneering disbelief towards all that is great and lofty, whether in achievement or in that noble effort which, even if it fails, comes second to achievement. A cynical habit of thought and speech, a readiness to criticise work which the critic himself never tries to perform, an intellectual aloofness which will not accept contact with life's realities—all these are marks, not, as the possessor would fain think, of superiority, but of weakness. They mark the men unfit to bear their part manfully in the stern strife of living, who seek, in the affectation of contempt for the achievements of others, to hide from others and from themselves their own weakness. The role is easy; there is none easier, save only the role of the man who sneers alike at both criticism and performance.

   3It is not the critic who counts; not the man who points out how the strong man stumbles, or where the doer of deeds could have done them better. The credit belongs to the man who is actually in the arena, whose face is marred by dust and sweat and blood; who strives valiantly; who errs, and comes short again and again, because there is no effort without error and shortcoming; but who does actually strive to do the deeds; who knows the great enthusiasms, the great devotions; who spends himself in a worthy cause; who at the best knows in the end the triumph of high achievement, and who at the worst, if he fails, at least fails while daring greatly, so that his place shall never be with those cold and timid souls who know neither victory nor defeat.

   Part 3: A model teacher-led discussion. Read the transcript below aloud with volunteers taking the parts (it was written for this page). Stop after each marked section and ask students to name the move from the table. The worked examples show the moves to point out.

   1Ms. Okafor: Our question is on the board. Roosevelt says, "It is not the critic who counts." Is he right? Before anyone answers, point us to the sentence you marked in last night's reading.

   2Luis: I marked paragraph 3: "The credit belongs to the man who is actually in the arena." I think he's mostly right. The person who tries takes the risk, and the critic risks nothing.

   3Ms. Okafor: Who can build on what Luis said, or push against it?

   4Hana: I'll build on it. Luis says the critic risks nothing, and Roosevelt says nearly the same thing in paragraph 2, about people who criticize "the way others do what they themselves dare not even attempt." So his problem isn't criticism. It's criticizing without ever trying.

   5Ms. Okafor: That's a useful distinction. Let's take it beyond the speech. Where do you see "the critic" and "the man in the arena" in the world today?

   6Marcus: Online reviews. Someone spends two years making a video game, and someone else posts one line calling it trash.

   7Ms. Okafor: So Marcus sees the same pattern online. Ada, you started to raise your hand a minute ago. What were you thinking?

   8Ada: I actually disagree with everybody. Reviews help people. Before my family bought a used car, we read reviews, and they kept us from buying one with a bad transmission. So critics do count, at least sometimes.

   9Luis: But is that the kind of critic Roosevelt means? Doesn't he talk about cynics who sneer?

   10Ms. Okafor: Let's check before we go on. Luis, where does "sneer" appear?

   11Luis: Paragraph 2: "The poorest way to face life is to face it with a sneer."

   12Ada: Okay, that changes my view a little. A review that explains what's wrong with a car isn't a sneer. So I'd say Roosevelt is against cynics, not against every critic.

   13Ms. Okafor: Let's pause. Hana, can you sum up where we agree and where we still disagree?

   14Hana: We agree that trying deserves credit and that sneering doesn't help anyone. We still disagree about whether useful criticism counts, and about whether Roosevelt leaves any room for it.

   15Ms. Okafor: Good. For tomorrow, find one sentence where Roosevelt does or doesn't leave that room.

   • Teacher-led opening that calls on preparation (paragraphs 1-2)

     Ms. Okafor asks, "Is he right?" and adds, "point us to the sentence you marked in last night's reading." Luis answers with paragraph 3 of the speech.

     Result: The teacher makes preparation the price of entry, so the first claim arrives with evidence: "The credit belongs to the man who is actually in the arena." Luis then states his own view in one clear sentence and gives a reason (the critic "risks nothing").

   • Building on an idea (paragraph 4)

     Hana: "I'll build on it. Luis says the critic risks nothing, and Roosevelt says nearly the same thing in paragraph 2."

     Result: Hana names Luis's idea, adds a second piece of evidence ("the way others do what they themselves dare not even attempt") and draws a new distinction: the problem is "criticizing without ever trying." Building on means adding something, not just agreeing.

   • Posing and responding to a broader question (paragraphs 5-6)

     Ms. Okafor: "Let's take it beyond the speech. Where do you see 'the critic' and 'the man in the arena' in the world today?"

     Result: The question moves the talk from one speech to a larger idea. Marcus responds with a concrete modern case, online game reviews, which gives the class something new to test Roosevelt against.

   • Drawing in a new voice and a different view (paragraphs 7-8)

     Ms. Okafor: "Ada, you started to raise your hand a minute ago. What were you thinking?" Ada: "I actually disagree with everybody."

     Result: The teacher incorporates a quieter student by naming something specific she noticed. Ada's used-car example is a diverse perspective: critics "do count, at least sometimes." The group now has a real disagreement to work on.

   • Verify, then qualify (paragraphs 9-12)

     Luis asks whether Roosevelt means cynics "who sneer." Ms. Okafor: "Let's check before we go on." Luis finds the line in paragraph 2.

     Result: Verifying the word "sneer" ("The poorest way to face life is to face it with a sneer.") changes the discussion. Ada qualifies her view in light of that evidence: "Roosevelt is against cynics, not against every critic." She keeps her point about useful reviews but narrows it.

   End with paragraphs 13-14, where Hana summarizes: the class agrees that trying deserves credit and still disagrees about useful criticism. Point out that a good discussion does not have to end in agreement; it should end with the agreement and the disagreement both stated clearly.

3. Guided Practice15 minutes

   Groups of four read the transcript of a group discussion (written for this page) in which four sophomores decide whether a line from the passage should go on their class banner. Each student takes one speaker's part. Groups mark every place where the speakers set a rule, a decision method, a goal, a deadline or a role, and every place where a move from the table helps or hurts the discussion.

   1Jaylen: Okay, let's start. Our task is to recommend whether a line from the "arena" passage should go on the sophomore class banner. We have fifteen minutes, and we report at 10:40.

   2Sofia: Before we argue, can we set some rules? I suggest everybody speaks once before anyone speaks twice.

   3Jaylen: Fine. How do we decide, by vote or by everyone agreeing?

   4Sofia: Let's try for consensus first. If we're still stuck at 10:35, we vote, and anyone who disagrees with the result writes one sentence for the report explaining the other view.

   5Jaylen: Deal. Roles: I'll keep time. Sofia, will you take notes? Theo, you're the evidence checker, and Mei can be our reporter.

   6Theo: Sure. I say yes to the passage. It's about trying even when you fail: "who errs, and comes short again and again." That fits a class that's halfway through high school.

   7Jaylen: I agree, and it's famous, and the dust-and-sweat part is great, and it's really about courage, and courage is what our class needs, so I think we're basically done. Everyone agrees, right? We can finish early.

   8Mei: I don't, not yet. It says "man" three times in paragraph 3. Half our class isn't men.

   9Theo: Let me check that. Mei's right: "the man who points out," "the strong man" and "the man who is actually in the arena."

   10Sofia: So we have two positions: use it because the message fits us, or skip it because of the wording. Is there a third option?

   11Mei: We could use only part of it. "Daring greatly" doesn't say "man" at all.

   12Jaylen: It's 10:34. Should we vote?

   13Sofia: Give consensus one more minute. Does everyone accept "Daring greatly," with Roosevelt's name and the year under it?

   14Theo: Yes.

   15Jaylen: Yes.

   16Mei: Yes, as long as the report explains why we shortened it.

   Debrief with three questions. (1) Which rules did the group set in paragraphs 2-5, and which of the three decision methods in the standard (informal consensus, a vote, presentation of alternate views) did it plan to use? All three: consensus first, a vote at 10:35 and a sentence for the other view. (2) Did the group follow the rule Sofia proposed in paragraph 2? No: Jaylen speaks in paragraphs 3, 5 and 7 before Mei speaks for the first time in paragraph 8. Show Diagram 2, the talk map, as evidence. (3) What would the recommendation have been if Mei had stayed silent? Students should see that her objection and Theo's check of the wording produced a better decision than the early "we're basically done."

4. Independent Practice15-20 minutes

   Students read the transcript of a one-on-one discussion (written for this page) between two partners, Nadia and Eli, about the same passage. They answer quiz questions 1-10 on their own with the transcript and the speech open, then questions 11-20, which ask them to apply the standard to new situations and write their own discussion moves.

   1Nadia: I'll start. I read the passage twice last night and looked up where Roosevelt gave it: at the Sorbonne, a university in Paris, in April 1910. That surprised me, because he's warning a room full of professors and students not to be cynics.

   2Eli: So he's warning the audience about themselves?

   3Nadia: Yes. Paragraph 1 says, "To you and your kind much has been given, and from you much should be expected." Then paragraph 2 names the danger: posing as "the cynic."

   4Eli: Here's a question that goes beyond the speech. Is school a place where students get to be in the arena, or mostly a place where we act as critics? We grade each other's essays in peer review all the time.

   5Nadia: I think peer review is the arena, because you turn in your own essay too.

   6Eli: I'd push back on that. When I review someone else's essay, I'm not risking anything. My name isn't on it. That sounds like Roosevelt's critic, with "a readiness to criticise work which the critic himself never tries to perform."

   7Nadia: What do you mean by "risking"? You could be wrong about their essay.

   8Eli: I mean failing in front of people, the face "marred by dust and sweat and blood." Being wrong in a margin comment isn't the same thing.

   9Nadia: That's fair. I'll narrow my claim: peer review is the arena only when your own draft is being reviewed in the same round. If you only comment, you're the critic.

   10Eli: I'll add to that. Even then, you're not the kind of critic Roosevelt attacks, because paragraph 2 is about people who "never" try, and you've written the same assignment.

   11Nadia: So here's where we are. We agree that a reviewer who has never written the assignment is Roosevelt's critic. We still disagree about whether being wrong in a comment is a real risk.

   12Eli: That makes me wonder about the student council election, too. Is voting being a critic, and is running being in the arena?

   13Nadia: Or voting is its own small arena, because you have to choose and live with the result. Let's bring both ideas to the class seminar tomorrow.

5. Closure5-10 minutes

   Exit ticket: "Name one move from today's table that you will try in tomorrow's discussion, and write the exact words you plan to use." Sort the tickets by part (a-d) to plan pairings for Activity 1.

   Teacher note on the language of the speech. Roosevelt writes "man," "men" and "manfully" for people in general, as many writers of 1910 did, and the passage is quoted exactly as printed. The group transcript lets students discuss this directly (paragraphs 8-11). Invite students to say how the wording affects a reader today, and keep the discussion about the text, not about classmates.

   Homework. Explain that tonight students prepare for and hold their own one-on-one discussion about the Roosevelt passage, then plan for a group seminar. Show them the homework directions and rubric before they leave.

Differentiation Strategies

Assessment Guidance

1. Question 1 of 20 · Multiple Choice

   In paragraph 1 of the partner transcript, how does Nadia start (initiate) the discussion in a way that shows she came prepared?

   AShe asks Eli to go first so that she can respond to his ideas BShe reports what she read and researched about the speech and what surprised her CShe reminds Eli of the points the class agreed on in yesterday's seminar DShe sets a time limit and assigns Eli the role of note-taker

2. Question 2 of 20 · Multiple Choice

   In paragraph 3 of the partner transcript, why does Nadia quote paragraph 1 of Roosevelt's speech?

   ATo change the subject from cynicism to the history of Paris BTo prove that Eli misread the passage the night before CTo support her answer with evidence that Roosevelt is addressing his own audience DTo show that Roosevelt admires the cynics in his audience

3. Question 3 of 20 · Multiple Choice

   What kind of question does Eli pose in paragraph 4 of the partner transcript?

   AA question that connects the speech to a larger idea: whether school lets students act or only judge BA factual question about when and where Roosevelt delivered the speech CA question that asks Nadia to define a difficult word from the speech DA question that asks Nadia how the pair should reach a final decision

4. Question 4 of 20 · Multiple Choice

   What does Eli do in paragraph 6 of the partner transcript?

   AHe agrees with Nadia and restates her claim in his own words BHe changes the topic to the student council election CHe sums up what the two partners agree and disagree about DHe challenges Nadia's claim with a reason and a quotation from paragraph 2

5. Question 5 of 20 · Multiple Choice

   Nadia asks, "What do you mean by 'risking'?" (paragraph 7). What is the main purpose of this question?

   ATo bring a quieter third student into the conversation BTo have Eli clarify a key word before she answers his challenge CTo end the discussion because the pair has run out of time DTo show that Roosevelt never writes about taking risks

6. Question 6 of 20 · Multiple Choice

   In paragraph 9 of the partner transcript, Nadia says, "I'll narrow my claim." What is she doing?

   AQualifying her view in light of Eli's reasoning while keeping part of it BDropping her view completely and adopting Eli's position instead CRepeating her first claim more forcefully so that she wins the argument DAsking Eli to verify a quotation from the speech before going on

7. Question 7 of 20 · Multiple Choice

   Eli begins paragraph 10 with "I'll add to that." Which description of his move is most accurate?

   AHe poses a new question that relates the speech to school sports BHe assigns Nadia a role for tomorrow's class seminar CHe summarizes both partners' positions for the rest of the class DHe builds on Nadia's narrowed claim and supports it with a word from paragraph 2

8. Question 8 of 20 · Multiple Choice

   Which move does Nadia make in paragraph 11 of the partner transcript?

   AShe calls for a vote so that the pair can reach a decision BShe verifies Eli's quotation by finding it in the speech CShe summarizes one point of agreement and one point of disagreement DShe introduces new research about the audience at the Sorbonne

9. Question 9 of 20 · Multiple Choice

   In paragraph 12, Eli asks whether voting and running in a student council election match Roosevelt's critic and the arena. Which part of SL.9-10.1 does this show?

   AMaking a new connection in light of the reasoning presented BSetting a clear goal and deadline for the discussion CVerifying a fact that came from outside research DEstablishing individual roles for a group task

10. Question 10 of 20 · Multiple Choice

    How does Nadia respond to Eli's student council question in paragraph 13?

    AShe dismisses it as off topic and returns to peer review BShe takes the idea seriously, offers a different view of voting and gives a reason CShe agrees completely and repeats his comparison word for word DShe asks Eli which paragraph of the speech mentions elections

11. Question 11 of 20 · Multiple Choice

    A group of five is choosing a seminar question. At the start they agreed: "Try for informal consensus; if we are still split at 10:35, take a vote; anyone on the losing side may add an alternate view to the report." At 10:35 they are split 3-2. What should happen next?

    AKeep discussing until everyone agrees, even if the report is late BLet the facilitator choose, since the vote would be close anyway CDrop both questions and pick a third one without discussing it DTake the vote, and let the two students add their alternate view to the report

12. Question 12 of 20 · Multiple Choice

    Which statement sets a clear goal and deadline for a group discussion?

    ALet's talk about the speech for a while and see where it goes BWe should try to finish up sometime soon if we can manage it CBy 11:15, agree on a two-sentence claim about the speech and one supporting quotation DEveryone should share their feelings about Roosevelt today

13. Question 13 of 20 · Multiple Choice

    A group of four has 20 minutes to compare two short speeches and give the class a one-minute summary. Which set of roles best fits this task?

    AFour note-takers who each write down everything that is said BAn expert on each speech, a timekeeper who also takes notes, and a presenter COne leader who makes every decision and three listeners who stay quiet DNo roles at all, because roles always slow a group down

14. Question 14 of 20 · Multiple Choice

    In a teacher-led discussion, the teacher notices that three students have made every comment so far, while Priya has been taking notes without speaking. Which move best follows SL.9-10.1?

    ARefer to Priya's notes and invite her to respond to the last point, giving her a moment to think BCall on the student who has spoken most, since that student is clearly prepared CTell the class that anyone who has not spoken yet will lose points DEnd the discussion early, because the quiet student must not be interested

15. Question 15 of 20 · Short Answer

    Write one question that relates Nadia and Eli's discussion to a broader theme or larger idea outside school. Then explain in one sentence which paragraph of the partner transcript your question grows from.

    Show model answer

16. Question 16 of 20 · Short Answer

    Imagine you are joining Nadia and Eli. Reply to Eli's point in paragraph 8 ("Being wrong in a margin comment isn't the same thing.") in two or three sentences. Build on or challenge his idea, cite a paragraph of Roosevelt's speech, and state your own view clearly.

    Show model answer

17. Question 17 of 20 · Short Answer

    A group of four will discuss whether Roosevelt is fair to critics and must send one recommendation to the teacher. Write three rules for a collegial discussion and name the decision method the group will use (for example, informal consensus, a vote on key issues or presentation of alternate views). Explain in a phrase why each rule helps.

    Show model answer

18. Question 18 of 20 · Short Answer

    In a teacher-led seminar, the teacher asks the class, "Is Roosevelt fair to critics?" Write the answer you would give in two to four sentences: state your view clearly and persuasively, point to a specific paragraph of the speech, and end by inviting a classmate to respond.

    Show model answer

19. Question 19 of 20 · Short Answer

    After reading paragraphs 5-10 of the partner transcript, has your own view of peer review changed? Write two or three sentences that either qualify or justify your view, and name the reasoning from the transcript that led you there.

    Show model answer

20. Question 20 of 20 · Short Answer

    Write the first two or three sentences you would use to start (initiate) a one-on-one discussion about the last sentence of paragraph 3 of Roosevelt's speech. Your opening should show what you read or researched and end with a question for your partner.

    Show model answer

These standards connect to SL.9-10.1: prerequisites to review first, parallel standards at the same level, and next steps that build on it.

Standard text: Common Core State Standards for English Language Arts & Literacy. © Copyright 2010. National Governors Association Center for Best Practices and Council of Chief State School Officers. All rights reserved.