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Unit: What It Takes To Be Great

Unit: What It Takes To Be Great. Warm-Up: Below you will find a number of statements related to the topic of improving performance and achieving greatness. Choose one statement that you highly agree with and another statement you disagree with. Provide a logical reason for your response.

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Unit: What It Takes To Be Great

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  1. Unit: What It Takes To Be Great

  2. Warm-Up: Below you will find a number of statements related to the topic of improving performance and achieving greatness. Choose one statement that you highly agree with and another statement you disagree with. Provide a logical reason for your response. People are born great—you either got it or you don’t. You can make yourself great if you put in many hours of practice. If you find your natural talent, you will be great from the first day and achieve fame and fortune. People usually do get better when beginning a particular activity but stop making improvements fairly soon after.

  3. knowingaboutknowing “What are we learning today?”

  4. Goals Identify the text structures and features used in the text Determine the content and purpose of each paragraph/section Analyze how the author develops the main idea Standard: RL.9–10.5 Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a grade-appropriate text (for example, a section or chapter) Note: Write and define the words identify, determine, and analyze in your Vocabulary Log. All underlined words in this lesson must be recorded in the Vocab Log.

  5. Video Clips After watching the video clips, respond to the following questions. Support your answer with details from the video clips. By whom are you most amazed in the clips you just saw? Why? What do you think made them so good at their field? What may have led to their greatness?

  6. BEST KNOWN FOR • As prime minister, Sir Winston Churchill rallied the British people during WWII, and led his country from the brink of defeat to victory. • "A pessimist sees the difficulty in every opportunity; an optimist sees the opportunity in every difficulty." • – Winston Churchill Winston Churchill

  7. Michael Jordan • BEST KNOWN FOR • Michael Jordan is a former American basketball player who led the Bulls to six national championships and earned the NBA Most Valuable Player Award five times. • "I can accept failure. Everyone fails at something. But I can't accept not trying." • – Michael Jordan

  8. BEST KNOWN FOR Professional golf player Tiger Woods was the youngest man (at the age of 21) and the first African-American to win the U.S. Masters. "The greatest thing about tomorrow is, I will be better than I am today...There is no such thing as a setback. The lessons I learn today I will apply tomorrow, and I will be better." – Tiger Woods Tiger Woods

  9. BEST KNOWN FOR Vladimir Horowitz was a Russian pianist who gained an international reputation because of his stunning technique. I must tell you I take terrible risks. Because my playing is very clear, when I make a mistake you hear it. If you want me to play only the notes without any specific dynamics, I will never make one mistake. Never be afraid to dare. -Vladimir Horowitz Vladimir Horowitz

  10. CFU After watching the video clips, respond to the following questions. Support your answer with details from the video clips. By whom are you most amazed in the clips you just saw? Why? What do you think made them so good at their field? What may have led to their greatness?

  11. Before Reading Biased or Objective? Based on the title, author, and publisher, do you think the article is biasedor objective? Why? Predict! Read the title, any headings or subheadings, and find the commonly used word/s in the article. Quickly read the first and last paragraph then, predict what the main idea or thesis of the article will be.

  12. Before Reading Vocabulary Self-Assessment Review the list and, note how well you understand each word’s meaning by marking the appropriate column.

  13. First Read Read the rest of the article, then answer the following questions: Of your original predictions, which were right? Which changed as you read the entire article? What was surprising or most interesting to you? What part of the text or idea would you like to understand better?

  14. Fuzzy/Clear In today’s lesson, write down what is fuzzy (unclear, confusing, etc) and clear (concept is learned) Write what is fuzzy inside the cloud, and clear inside the circle. Use complete sentences.

  15. Second Read Descriptive Outlining: Understanding the structure and how it shapes the main idea

  16. Activating Prior Knowledge Identify whether the sentence describes the content (says) or purpose (does) of the text. Leaders are born, not made.______ Introduces the subject of success by citing successful people. ______ Cites examples of successful people who were innately talented. __________ Successful entrepreneurs are risk takers who have all gotten over one very significant hurdle: they are not afraid of failure.. _______ Provides statistical data to support a point. ________

  17. Descriptive Outlining Today, we are going to descriptively outline an article by determining what each part of the text says (content) and does (purpose).

  18. Building the concept Question: Do you think about how you are walking while you walk? Do you think about writing while actually writing sentences? Writing, like speaking and thinking, is largely a subconscious activity; that is, we aren't consciously aware of how we're writing or talking or thinking while we are actually writing thinking or talking. We just write, talk, and think. CFU: In your own opinion, why do we need to outline the article/essay we’re reading? How will it help you write your essay?

  19. Descriptive outlining • This is way of de-constructing a text in order to determine how the parts fit together and how the author is building his point. • What it SAYS - a summary of the paragraph’s/section’s CONTENT- stated or implied main idea • What it DOES- describes the PURPOSE or functions of the paragraph/section within the essay (i.e.: provides evidence…, uses an analogy to…, summarizes an opposing view)

  20. Skill steps Divide the text into logical sections Reread and stop on each section (paragraphs expressing the same thought) to start annotating. a. In the “Content” column,” write a sentence to summarizethe key point of the paragraph. b. In the “Purpose” column, write the function of the content using a “does” verb. 3. Use your annotations to determine the main idea of the article.

  21. Identify the Main Idea Read each section Highlight the words/phrases that contain the most important information in that section. Identify the connection among words and phrases. Based on the connection, identify what the text is mainly about and write the central idea.

  22. Analyzing Structure • Determine the main idea presented in each section (What the text SAYS) • Underline the key supporting ideas and details • Explain how the sentence/paragraph/portion help develop the idea • Provides details to give evidence • Compares and contrasts to make information clear (see handout for more examples) • Repeat the same process for the entire text

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