Lazy American Students?

1. Lazy American Students? Day 3

2. Standards Objectives Students will be able to… resolve final questions about personal statements. provide feedback to other students on their writing. identify perceived issues with the American public school system and American students and express their own beliefs. survey a text and make relevant predictions and create relevant questions. identify, define, and utilize newly presented vocabulary. read a text and identify logical and emotional appeals. read a text and formulate a supportive statement, whether they agree or not. • Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development- Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Vocabulary and Concept Development- 1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Structural Features of Informational Materials2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. Comprehension and Analysis of Grade-Level-Appropriate Text2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents. • Writing: 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas.

3. Reading • Activity #8: Rereading the Text • In the left hand margin of the articles, label the following: • introduction • issue or problem being addressed • author’s main arguments • author’s example • conclusion • In the right hand margin, now that you are reading “against the grain” and playing the “doubting game,” write your reactions to what the author is saying. Use a different color ink than you have been using to annotate.

4. New Techie Stuff! • Class Facebook page: https://www.facebook.com/pages/Ms-Merki/129783540455505 • Google Voice Number: If email isn’t fast enough, you can now text me- (909)703-5708

5. Reading • Activity #9: Analyzing Stylistic Choices • Answer/complete the following for each article: • Words • Pick out five words that stand out to you. • What are the denotative and connotative meanings of those words? • How do these words affect the article? • Are there any words or synonyms repeated? Why? • Are there any examples of figurative language? What do they imply? • Sentences • Is the sentence structure varied? • What effect do the choices of sentence structure and length have on the reader?

6. Reading Activity #10: Considering the Structure of the Text • You will be put into a group and with your group you will create a cluster or web chart for the article you have been assigned. • Be prepared to present! supporting ideas Main Idea

7. Postreading Activity #11: Summarizing and Responding • Create an IVF summary statement for each article. Then create a statement that rebuts the IVF.

8. Socratic Seminar • A dialogue that leads to deeper understanding through discussion of questions driven by student curiosity and thought processes. • NOT a debate! • You as a participant direct the discussion through thoughtful and insightful, open-ended questions. • For your questions you should use verbs from Bloom’s Taxonomy

9. Bloom’s Taxonomy KNOWLEDGE • remembering; • memorizing; • recognizing; • recallingidentification and • recall of information • Who, what, when, where, how …? • Describe • COMPREHENSION • interpreting; • translating from one medium to another; • describing in one’s own words; • organization and selection of facts and ideas • Retell … • APPLICATION • problem solving; • applying information; • use of facts, rules and principles • How is …an example of …? • How is …related to …? • Why is …significant? • ANALYSIS • subdividing something to show how it is put together; • finding the underlying structure of a communication; • identifying motives; • separation of a whole into component parts • What are the parts or features of …? • Classify …according to … • How does …compare/contrast with …? • What evidence can you list for …? • EVALUATION • making value decisions about issues; • resolving controversies or differences of opinion; • development of opinions, judgments or decisions • Do you agree …? • What do you think about …? • What is the most important …? • Place the following in order of priority … • How would you decide about …? • What criteria would you use to assess …? • SYNTHESIS • creating a unique, original product that may be in verbal form or may be a physical object; • combination of ideas to form a new whole • What would you predict/infer from …? • What ideas can you add to …? • How would you create/design a new …? • What might happen if you combined …? • What solutions would you suggest for …?

11. Use the handout provided to prepare for next class Remember: Your questions should not have a definite, clear-cut, yes or no answer. They should be about topics and issues that you are curious about, interested in, or have something to say about. They should be though provoking During the seminar you discuss ideas not opinions.