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ACTIVITY 1.6 continued1.6LEVELED DIFFERENTIATEDINSTRUCTIONMy NotesFIRST OFFICER: Naw, I don’t think that’s right. [7-second pause] Ah,maybe it is I don’t know.Some students may benefit fromextra support with the AcademicVocabulary for this activity.4 What neither pilot realized was that the readings the cockpit weren’treliable because the instruments were clogged with ice. Also, the captain neverturned on the heater in the plane’s engines. About thirty-five seconds after theplane left the ground, we have this exchange from the cockpit:5 FIRST OFFICER: Larry, we’re going down, Larry.CAPTAIN: I know it.6 The plane slammed into the Fourteenth Street Bridge and then plungedinto the Potomac River. Seventy-eight people died; only five ultimatelysurvived. The crash of Air Florida Flight 90 is seen as a pivotal moment inthe development of airline safety standards; it prompted the Federal AviationAdministration (FAA) to study how often a plan should be de-iced, how tocreate longer-lasting de-icing chemicals, and how airplane instruments areaffected by cold temperatures. Experts also spent a lot of time studying thatexchange in the cockpit, captured by the black box.GRAMMAR7 Twenty years later, I read about this incident while researching astory and it made me rethink my entire philosophy on conversation. Mostcommunication experts who listened to the black box recording concluded thatcopilots should be trained to be more direct with their captains. But my firstthought when I read the transcript was that we need to train pilots to listenbetter. I’d never before considered that improving conversational techniquescould be a survival skill.8 It may seem that the stakes will never be that high for most of us—that 2021 College Board. All rights reserved.lives will never hang in the balance of our conversations. But let me ask youthis: have you ever been admitted to a hospital? Oftentimes, lives are at stake.Communication failures led to 1,744 deaths in American hospitals between2009 and 2013, and that includes only the cases that were tracked because amalpractice suit was filed. “Communication failures” is a fairly broad termused to describe everything from a night nurse failing to relay vital informationto the nurse working the next shift to a doctor prescribing treatment withoutreviewing a patient’s chart. It also includes breakdowns in communication withpatients and their family members, who often arrive at the hospital anxiousand confused.& USAGESemicolons and ColonsColons and semicolons servemany purposes in informationalwriting A colon is used tointroduce an item, such asa list, a description, or anexample For example, notethe use of the colon in thissentence: “But let me askyou this: have you ever beenadmitted to a hospital?”A semicolon can be used to jointwo independent clauses Thisimplies that the two clauses arerelated or equal or perhaps thatone restates the other Considerthis sentence from paragraph 6:“Seventy-eight people died;only five ultimately survived ”How are the two independentclauses related?9 Imagine for a moment how important it is to get these conversationsexactly right. The need for brevity and efficiency must be balanced with carefullistening. There are any number of emotional factors (physical pain, stress,confusion, anger) that could derail such a conversation and an equal numbermake it vital that the exchange be clear and comprehensive.10 Personally, I’m grateful lives don’t hang in the balance when I converseon the radio every day. But important, life-changing events are influenced andaffected by the words we choose to say or leave unspoken.pivotal: crucially importanttranscript: written or printedversionbrevity: the exact use of wordsUnit 1 The Power of Argument 2021 College Board. All rights reserved.If your class includesSpanish-speaking studentsat an early stage of Englishlanguage development, have themlook up the Academic Vocabularyterms from this activity in theSpanish/English glossary in theResources section.BGNProvide students withcopies of the Verbal andVisual Word Association graphicorganizer. Have students usedictionaries and the graphicorganizer to clarify the definitionsof empirical, logical, andanecdotal evidence to help furtherdistinguish between the types ofevidence.INT11       A s students are reading,monitor their progress. Be sure theyare engaged with the text andannotating types of evidence andunfamiliar words and phrases.Remind them to use context andprint and digital resources as neededto understand unfamiliar words andphrases.12 Stop students after they readthe dialogue exchange between theFirst Officer and the Captain. Havestudents read Grammar & Usage andencourage them to find examples ofcolons and semicolons in this text.Ask students to articulate therelationship between independentclauses joined by a semicolon.37Scaffolding the Text-Dependent Questions001-106 TX ELA G10 U1 SE.indd 371. What does the author suggest caused thetragedy of Air Florida Flight 90? How doesshe come to this conclusion? Reread theconversation that took place between thepilot and copilot. What is the author sayingabout their communication? How does theconversation between the pilot and copilotsupport her claim?4/15/20 2:03 PM2. What is the key idea of this passage? Whatdetails does Headlee provide to help readersidentify this key idea? What is Headlee’s pointregarding communication—both speaking andlistening? What facts does the author provideto support this idea? What anecdote does theauthor provide to support this idea?Unit 1 The Power of Argument 37

ACTIVITY 1.6 continued1.613 Stop students after they readparagraph 13 to review WordConnections. Ask students to suggestother terms English speakers haveborrowed from the French.My Notes14 Have students work together topoint out the author’s claim andsupporting evidence in the text. Askstudents to describe how the authorreacts when Frances informs Malleryabout her young godchild. How isthis situation an example of theimportance of listening during aconversation? How might betterlistening have changed the outcome?11 Take a moment to consider how many opportunities you may havemissed, how many outcomes in your life may have been altered because ofpoor communication. Could you have landed that dream job if you’d nailed theinterview? Saved a relationship if you’d been more open about certain issues?What about that political conversation at Thanksgiving dinner that got out ofhand; was there a different way to defend your principles so that your cousindidn’t storm away from the table (and still won’t return your text messages)?12 After I read the cockpit transcripts from Flight 90, I spent a lot oftime reflecting on how many times I’ve failed to get my point across in aconversation and how often I’ve misunderstood what someone else was tryingto tell me. I’ve also realized that saying the wrong thing in a conversation is auniversal experience. We’ve all lost something because of what we heard andmisunderstood. So we can all benefit from learning a better way.13 Some of my greatest insights have come about as the result of failures.And one of my most valuable lessons in listening resulted from my failure tolisten. Two days after the massive earthquake in Haiti in 2010, I spoke on airwith a woman in Michigan named Mallery Thurlow. She had been trying fortwo days to reach her fiancé in Port-au-Prince and had been unsuccessful. Shewas desperate to reach him or anyone else who might be able to tell her if herloved ones were alive or dead.WORD CONNECTIONSEtymologyThe word fiancé is a Frenchterm that first appeared in 1844and means “a man engagedto be married ” Originally, theword comes from Latin verbfidare, meaning “to trust ”Later, the word was adaptedinto Old French as fiancier,meaning “promise or trust ”audible: able to be heard15 We weren’t expecting France to inform Mallery on live radio that heryoung godchild had died in the collapse of a school building. Mallery, notsurprisingly, began to cry. I wasn’t sure what to say. It was an uncomfortablemoment for me and I can only imagine it was painful for the thousands oflisteners who felt they were intruding on a highly personal and agonizingconversation. Our station later received a number received a number ofcomplaints.16 Even if you set aside the humanity involved, that a person has just learnedof the death of a loved one while thousands of people listened in, her tears don’tmake for a good broadcast. Hearing someone cry on the radio is painful, notpowerful. Most people, understandably, want to console the person and can’t.They want me, the host, to console the guest and often I don’t have the wordsor time to do so. If I had been listening more carefully, I would have heard theturn in the conversation. I could have ended the segment and allowed Malleryand France their privacy. I didn’t, and it still bothers me. I was too caught up inmy own story to pay attention to theirs.SpringBoard English Language Arts English IIScaffolding the Text-Dependent Questions001-106 TX ELA G10 U1 SE.indd 383. What does Headlee state was one of her most valuable lessons in listening?What kind of appeal does she make? Reread the section about Mallery Thurlow,Frances Neptune, and the earthquake in Haiti. What information did Mallery learnduring the conversation? What lesson did the author learn? How did you feel afterreading about the godson?38SpringBoard English Language Arts English II 2021 College Board. All rights reserved.38 2021 College Board. All rights reserved.14 Our production staff worked tirelessly to track down her fiancé, FrancesNeptune, and we brought them both onto the air. Mallery and France heardeach other’s voices for the first time since the earthquake and my cohost andI listened as the couple spoke with each other, relief and gratitude audible inevery syllable. It was moving for all of us. Up to that point, we were listening toa powerful conversation, but I should have stopped congratulating myself overa well-planned segment and really listened to where the discussion was headed.4/15/20 2:03 PM

ACTIVITY 1.6 continued1.615 After reading the text for thefirst time, guide the class in adiscussion by asking the MakingObservations questions. Checkstudents’ general comprehension ofthe text based on their observations,asking follow-up questions, if needed.My Notes17 In my private life, I’ve lost contact with family members and I’ve seenfriendships die in silence when I failed to say what was really on my mind.I’ve suffered in my career as well because I couldn’t seem to make myselfunderstood during important conversations with recruiters or managers.18 I now believe that conversation may be one of the most fundamentalskills we can learn and improve upon. So much hinges on what may seem liketrivial chats.TEACHER TO TEACHERCeleste Headlee gave a TED Talkon this same topic, and the video isavailable online. Consider showingthe video to the class and askingthem to compare the way thatHeadlee presents her argument inwriting versus how she presents herargument in her speech.19 It’s hard to overestimate the power of conversation. It’s hard to say toomuch about the gaps it can bridge and the wounds it can heal. At its best,conversation is a potent force for good. But when it goes wrong, that force canbe equally damaging, equally harmful.20 What I’ve seen in my own country and around the globe is what happenswhen conversation goes wrong or doesn’t happen at all. And the irony is, wetalk about conversation all the time. How many calls have there been in theUnited States for a “national conversation” on drugs, race, law enforcement,education, or immigration? Over and over we say we need to talk about issues,and then we proceed to shout out our own opinions with no regard to what theother side is saying. That’s not a conversation! 2021 College Board. All rights reserved.21 Our world has become so fractured by politics and distracted bytechnology that having a meaningful conversation about anything has becomea challenge. As Wesley Morris wrote in the New York Times, “We used to talk,and people would listen People still gathered for the evening news. Massculture was experienced en masse. A national conversation involved a largeportion of the public talking about both important and frivolous stuff more orless at the same time.”22 It may be that conversations that matter most won’t be held on a nationalstage at all, but rather in office cubicles or grocery store aisles. It might bethat authentic conversations can’t happen online but only in living rooms andlunchrooms and airports and restaurants.23 No matter how much you like to think of yourself as a private person,your actions affect those around you in real, tangible ways. Like the famousflutter of Edward Lorenz’s butterfly that eventually causes a hurricane, what youdo has implications for the wider world around you. We must learn how to talkto one another and, more important, listen to one other. We must learn to talkto people we disagree with, because you can’t unfriend everyone in real life.Making Observations What argument is the author making about talking—and aboutlistening? What details in the text caught your attention?potent: powerful or influentialfrivolous: unimportanttangible: identifiable 2021 College Board. All rights reserved.Unit 1 The Power of Argument001-106 TX ELA G10 U1 SE.indd 3939Scaffolding the Text-Dependent Questions4/15/20 2:03 PM4. The author writes, “In my private life, I’ve lost contact with family membersand I’ve seen friendships die in silence when I failed to say what was really onmy mind.” What is the author’s purpose for including this reflection? What is theauthor’s claim about communication? How does this statement acknowledge theauthor’s guilt? How does this admission support the author’s claim, making herargument more or less convincing?Unit 1 The Power of Argument 39

ACTIVITY 1.6 continued1.616 RETURNING TO THE TEXT: Guidestudents to return to the text torespond to the text-dependentquestions. Invite them to work insmall groups to reread the text andanswer the questions. Remind themto use text evidence in their responses.Returning to the Text Reread the argumentative text to answer these text-dependent questions Write any additional questions you have about the text in your Reader/Writer Notebook 1. What does the author suggest caused the tragedy of Air Florida Flight 90? How does she cometo this conclusion?17 Move from group to group andlisten in as students answer thetext-dependent questions. If theyhave difficulty, scaffold the questionsby rephrasing them or breaking themdown into smaller parts. See theScaffolding the Text-DependentQuestions boxes for suggestions.The author suggests that the tragedy occurred because the pilots did not communicate well asthe plane was being de-iced during the storm As evidence, the author provides the transcriptbetween the pilot and the copilot that shows the lack of communication between the twoofficers E2 7(E)(ii)2. What is the key idea of this passage? What details does Headlee provide to help readersidentify this key idea?LEVELED DIFFERENTIATEDINSTRUCTIONThe key idea of this passage is that society needs to become better at communicating, whichincludes both speaking and listening The author provides factual details regarding the crashIn this activity, students maybenefit from support in locatingand evaluating appeals to thereader.of Air Florida Flight 90, which Headlee claims may have been prevented if the pilots hadcommunicated better She also provides a personal anecdote E2 4(G)3. What does Headlee state was one of her most valuable lessons in listening? What kind of appealdoes she make?Distribute the Idea andArgument Evaluator graphicorganizer. Have students work insmall groups to identify theauthor’s argument and three ideasfrom the text that support it. Askstudents whether they think thisargument is persuasive or notbased on the evidence.INTThe author claims that one of the most valuable lessons was a result from her failure to listen She then describes how Frances Neptune told his fiancée, Mallery Thurlow, that her godchildhad died in the earthquake The story is meant to be heartbreaking and appeals to the reader’s4. The author writes, “In my private life, I’ve lost contact with family members and I’ve seenfriendships die in silence when I failed to say what was really on my mind ” What is the author’spurpose for including this reflection?Divide students into twogroups. Ask one group tofind appeals to logic and the otherto find appeals to emotion. Havegroups complete the Idea andArgument Evaluator graphicorganizer for their assignment.Afterward, pair students fromopposite groups and have themshare their findings.The author provides this reflection to connect to the reader by showing that she, too, is guiltyADV40of the offense she describes in others Here, Headlee is acknowledging that she is not perfectbut that she is able to see the problem E2 8(A)5. What do you think Headlee’s purpose might have been in beginning with the story of AirFlorida Flight 90? How does Headlee use language to shape the reader’s perceptions?The author begins with the transcript to illustrate how readers interpret the event differently While some believe that de-icing standards were to blame or that the copilots needed trainingin direct communication, the author views the transcript differently She uses the language“rethink” to suggest to readers that listening effectively is a survival skill E2 8(A), E 2 8(D)40SpringBoard English Language Arts English IIScaffolding the Text-Dependent Questions001-106 TX ELA G10 U1 SE.indd 405. What do you think Headlees’s purpose might have been in beginning withthe story of Air Florida Flight 90? How does Headlee use language to shape thereader’s perceptions? Are the consequences of lack of communication on AirFlorida Flight 90 mild or severe? What connotations do words such as tragedy,severely, and delayed have?SpringBoard English Language Arts English II 2021 College Board. All rights reserved.Provide students with ADVtwo copies of theIdea and Argument Evaluatorgraphic organizer, one to usewhen evaluating appeals tologic and one to use whenevaluating appeals to emotion.Have students work in pairs toevaluate both types of appeals.Ask students which type of appealthey think is the strongest and why. 2021 College Board. All rights reserved.emotions E2 7(E)(ii), E2 8(G)4/15/20 2:03 PM

ACTIVITY 1.6 continued1.618 The Focus on the Sentence givesstudents an opportunity to processkey ideas from the text by writingcause-and-effect sentences. Modelthe task by completing the firstsentence out loud together with theclass. Then have students workindependently or with partners tocomplete the second sentence. Havea few students share their responsesout loud. Also make sure students’responses draw on information fromthe text.My NotesFocus on the SentenceUse information from We Need to Talk to write sentences using the wordsprovided, as illustrated in the example Example: because/fracturedBecause our world has become fractured by politics, it is more important than everthat we learn how to have a conversation since/Mallery ThurlowSince Celeste Headlee wasn’t paying attention to a shift in the conversation,Mallery Thurlow received traumatic news on live radio 19 To respond to Working from theText, have students work with smallgroups to discuss the types ofevidence they identified whilereading. Ask students to discuss theimpact of the evidence on the textand the reader. Which types ofevidence do they find mostinfluential, and why?even though/talk about conversationEven though we talk about conversation, people are often very bad at listening Working from the Text6. Return to the text and locate examples of evidence that you marked andidentify whether they are empirical, logical, or anecdotal With your group,discuss the impact of the evidence on the text and the reader, using examplesfrom the text to support your answers 2021 College Board. All rights reserved.Logical FallaciesWhen you read an argumentative text, it’s important to make sure you areexamining the author’s reasoning Sometimes, writers may make statements thatare not fully supported by logic or evidence A logical fallacy is a common error in reasoning that undermines the logic of anargument Fallacies may be based on irrelevant points and are often identifiedbecause they lack evidence to support their claim Some common fallacies aregiven in the following chart VOCABULARYLITERARYA logical fallacy is amistaken belief or a falseor misleading statementbased on unsound evidence Fallacious reasoning isillogical because it relies ona fallacy Examples of Common FallaciesHasty GeneralizationA conclusion that is based on insufficientor biased evidence; in other words, rushingto a conclusion before all relevant facts areavailableExample:I asked two people if they like ice cream, andthey both said yes One hundred percent ofthe people I asked like ice cream, therefore Ican assume that all people like ice cream Either/OrA conclusion that oversimplifies theargument by reducing it to only two sides orchoicesExample:You’re either a cat person or a dog person 2021 College Board. All rights reserved.21 Ask students to offer ideasabout why being able to recognizefallacies is especially importantgiven the amount of informationavailable online. Ask them to thinkabout places where they haveobse

a book about his illustrious career About the Author Argumentative Text From We Need to Talk: How to Have Conversations That Matter by Celeste Headlee 1 On January 13, 1982, a tragedy occurred just outside Washington, DC. More than six inches