Time To Complete
I Can Statements
- I can:
- Analyze how a text makes connections among and distinctions between individuals, ideas, or events through comparisons, analogies, or categories (CCSS.ELA-LITERACY.RI.8.3)
- Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the impact of specific word choices on meaning and tone, including analogies or allusions to other texts (CCSS.ELA-LITERACY.RI.8.4)
- Determine an author’s point of view or purpose in a text and analyze how the author acknowledges and responds to conflicting evidence or viewpoints (CCSS.ELA-LITERACY.RI.8.6)
- Evaluate the advantages and disadvantages of using different mediums (e.g., print or digital text, video, multimedia) to present a particular topic or idea (CCSS.ELA-LITERACY.RI.8.7)
- Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; recognize when irrelevant evidence is introduced (CCSS.ELA-LITERACY.RI.8.8)
- Analyze a case in which two or more texts provide conflicting information on the same topic and identify where the texts disagree on matters of fact or interpretation (CCSS.ELA-LITERACY.RI.8.9)
- I will know my analysis of texts is of high quality when it:
- Makes connections among and distinctions between individuals, ideas, or events
- Analyzes the impact of specific word choices on meaning and tone
- States the author’s point of view or purpose in a text and analyzes how the author acknowledges and responds to conflicting evidence or viewpoints
- Evaluates the advantages and disadvantages of using the author’s chosen medium (e.g., print or digital text, video, multimedia) to present a particular topic or idea
- Delineates and evaluates the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient; identifies irrelevant evidence
- Identifies where the different texts disagree on matters of fact or interpretation
Suggestions for Assessing Student Readiness to Move Forward:
- Confer with students, asking probing questions about their analysis to gauge how well it meets the quality criteria.
- Ask students to self-evaluate their work after completing one of the activities below.
Provide students with a checklist of things to look for in the documents (title, key, labels, date, and source).
- Use a protocol like DIRA:
- (D) Describe: What do you see?
- (I) Interpret: What do things represent? Are there symbols: what do they stand for?
- (R) Reflect: What inferences can you make? What are your initial thoughts?
- (A) Analyze: What was the creator’s purpose? What point were they trying to make?
- Use a protocol like DIRA:
Students examine the same data represented in different forms. Have students work in pairs and discuss each format and its strengths and weaknesses. If someone is going to present data, what questions should they ask themselves when deciding on format? When should they use a pie chart as opposed to a bar graph? http://nces.ed.gov/nceskids/pdf/graph_tutorial.pdf
Students could be given data and asked to create charts or graphs to represent that data. This could be as simple as drawing them on paper or using computer programs such as Excel to create the documents. Refer to this video on how to create charts and graphs in Excel: https://www.youtube.com/watch?v=jLW1A7j7r3Y