Subject: English

Grade Level: Grade 9

Objective:
1. Identify examples of the existing critical issues in the society
2. Differentiate descriptive sentences from normative sentences
3. Lay value judgment to critical issues

Learning within the curriculum:

1. Social Issues in Literature: Analyzing how various authors depict social issues in
their works, such as poverty, discrimination, and environmental concerns, which
connects directly to identifying critical societal issues.
2. Editorial Writing: Understanding the structure of editorials that discuss societal
issues, which involves differentiating between what is descriptive (stating facts) and
what is normative (expressing opinions or judgments).

Learning across the curriculum:

1. Current Events in Social Studies: Students can explore critical issues such as
climate change or political unrest, providing a real-world context that complements
their English lessons.
2. Values Education: Discussing ethical considerations and moral implications of
societal issues, fostering the ability to lay value judgments on these matters, thereby
linking English with ethical reasoning.

Review Motivation:
Teaching Strategy: Interactive/Integrated Learning
Instructional Materials: None needed
Energizer 1: "Critical Issues Brainstorm" - Students will form small groups and
quickly list as many critical issues they can think of within a 3-minute time frame.
Afterward, they will share their lists with the class, promoting discussion about why
these issues matter.
Energizer 2: "Descriptive vs. Normative Statements" - In pairs, students will take
turns reading statements from a prepared list, identifying whether each statement is
descriptive (factual) or normative (opinion-based). This can be done orally without
materials, making it inclusive for all students.
Activities
Activity 1: "Societal Issues Gallery Walk"
Teaching Strategy: Cooperative Learning
Materials: Chart paper, markers, and printed articles or images related to various
societal issues.
Significance: This activity allows students to engage with critical issues
collaboratively, promoting discussion and deeper understanding.

Instructions:
1. Divide students into small groups and assign each group a societal issue to
research.
2. Each group will create a poster summarizing their issue, including descriptive facts
and normative opinions.
3. Groups will display their posters around the classroom, and students will walk
around, providing feedback on each other's work.

Rubrics:
- Clarity of information presented: 10 pts.
- Depth of analysis (descriptive vs. normative): 10 pts.
- Creativity and presentation of poster: 10 pts.

Assessment Questions:
1. What is the critical issue your group focused on, and why is it important?
2. How did your group differentiate between descriptive and normative statements in
your poster?
3. What feedback did you receive from other groups that might help improve your
understanding of the issue?
Activity 2: "Value Judgment Debate"
Teaching Strategy: Socratic Method
Materials: None
Significance: This activity encourages critical thinking and the ability to articulate
opinions based on evidence.

Instructions:
1. Divide the class into two groups, assigning them opposing views on a selected
societal issue.
2. Each group will prepare arguments to support their position, focusing on both
descriptive facts and normative judgments.
3. Conduct a structured debate where each side presents their arguments, followed
by a Q&A session.

Rubrics:
- Strength of argument (use of facts and opinions): 10 pts.
- Engagement in the debate (active participation): 10 pts.
- Respectful discourse (listening and responding to opposing views): 10 pts.

Assessment Questions:
1. What were the main arguments presented by your group during the debate?
2. How did your understanding of the issue change through the debate process?
3. What normative judgments did you make about the issue based on the arguments
discussed?

Analysis:
Activity 1 - The "Societal Issues Gallery Walk" fosters collaboration and enhances
students' ability to identify and analyze critical societal issues. By creating posters
that incorporate both descriptive and normative elements, students gain a deeper
understanding of the complexities surrounding these issues.
Activity 2 - The "Value Judgment Debate" allows students to practice articulating
their opinions while relying on factual evidence, which is essential in forming well-
rounded viewpoints on critical issues. This exercise connects directly to the overall
objective of laying value judgments on societal matters.

Abstraction:
The objective focuses on understanding critical societal issues through descriptive
and normative lenses, enabling students to articulate their viewpoints effectively.
Recognizing the difference between what is factually true and what is opinion-based
is crucial for informed discussions on societal matters. By exploring these concepts,
students can develop a deeper empathy and awareness of the world around them.
Concept 1: Critical Thinking - Critical thinking involves analyzing and evaluating
information to make informed decisions. It is essential for students to differentiate
between objective facts and subjective opinions, allowing them to better understand
societal issues.
Concept 2: Ethical Reasoning - Ethical reasoning is the process of determining what
is right or wrong based on moral principles. This concept helps students evaluate
societal issues through a lens of values, fostering a more comprehensive
understanding of their implications.

Application:
Teaching Strategy: Project-Based Learning
1. Task: Research a current critical issue affecting your community and create a
multimedia presentation that includes both descriptive facts and normative
statements about the issue.
2. Task: Write a reflective essay that lays out your personal value judgment
regarding the issue you researched, supported by evidence from your findings.
Discussion: After presentations, engage the class in a discussion about how
different perspectives on the same issue can lead to varied value judgments,
encouraging critical dialogue and understanding.

Assessment:
Teaching Strategy: Formative Assessment

Questions:
1. What are two examples of critical issues discussed in class, and how did they
differ in terms of descriptive and normative content?
2. How can understanding the difference between descriptive and normative
statements help you form your opinions on societal issues?
3. Why is it important to lay value judgments on societal issues?

For Higher Order Thinking Skills:

Questions:
1. How do societal norms influence the way we perceive critical issues?
2. In what ways can descriptive information impact our normative judgments?
3. Discuss a critical issue that you feel strongly about. How would you present it
differently if you were only allowed to use descriptive statements?
Answers:
1. Societal norms shape our perceptions by creating a framework of what is
considered acceptable or unacceptable, impacting how we interpret issues.
2. Descriptive information provides the factual basis for understanding an issue,
which can significantly influence our normative judgments by framing the narrative
around it.
3. Presenting a critical issue using only descriptive statements would require
focusing solely on facts, potentially limiting the emotional and ethical appeal that
comes from normative arguments.

Assignment:
1. Write a reflective journal entry discussing a critical issue you encountered in your
daily life. Identify descriptive and normative elements in your observations and
express your personal value judgment regarding the issue.