Time To Complete
I Can Statements
- I can:
- Analyze how a text makes connections among and distinctions between individuals, ideas, or events (e.g., 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). As they progress they may not need the checklist anymore
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? http://www.getty.edu/education/teachers/classroom_resources/curricula/exploring_photographs/background1.html
Give students cartoons without captions and ask them to create them. It gives students an opportunity to think like the creator, which can help when analyzing cartoons. It brings the concept of perspective into the analysis. http://www.newyorker.com/humor/caption
Have students create their own maps or cartoons, or take their own photos. This could be as basic as students drawing maps of their community or as advanced as thematic mapping. http://thematicmapping.org/downloads/world_borders.php
Create a process where students start by analyzing and then transition to partial analysis and partial creation, and finally to full creation. For example, students could analyze political cartoons, then add captions to already drawn cartoons and then eventually create their own cartoon. They could do something similar by analyzing maps and then creating their own maps. This method could also be used in photography. For example, students could analyze photographs and then take their own photographs that embody the same spirit as the original, or detail the thought process behind their photos.