a critical eye kristine stout ed 617. language arts mathematics social studies technology
TRANSCRIPT
ACritical Eye
Kristine Stout
Ed 617
A Critical Eye
Language Arts
MathematicsSocial Studies
Technology
Established Goals:Grade 7 Standards Reading
• Reading standards for Informational Text: Common Core Grade 7.8; Integration of Knowledge and Ideas
Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims.
Established Goals:Grade 7 Standards Writing• Writing Standards: Common Core
Grade 7.9b; Research to Build and Present Knowledge
Draw evidence from literary or informational texts to support analysis, reflection, and research.
b. Apply grade 7 Reading standards to literary nonfiction (e.g. “Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims”).
Established Goals:Grade 7 Standards Mathematics
• Mathematical Practices Grade 7-3Construct viable arguments and critique reasoning of others.
Established Goals:Grade 7 Standards Social Studies
• Social Studies Standard C; A student should develop the skills and processes of historical inquiry.
2) use historical data from a variety of primary resources, including letters, diaries, oral accounts, archeological sites and artifacts, art, maps, photos, historical sites, documents, and secondary research materials, including almanacs, books, indices, and newspapers
Established Goals:Grade 7 Standards Technology
• Technology Research and Information Fluency
Students apply digital tools to gather, evaluate, and use information.
a. Plan strategies to guide inquiry
b. Locate, organize, analyze, evaluate, synthesize, and ethically use information from a variety of sources and media
c. Evaluate and select information sources and digital tools based on the appropriateness to specific tasks
d. Process data and report results
Essential Understandings:Students will understand that…
• There are many ways that information can be explained and interpreted.
• You have a responsibility to apply a critical eye when reading informational text; whether they are written documentation, data, or experiments.
• Writing all has biases and limitations.• Information can be manipulated.
Essential Questions:• Are there more efficient and effective
ways to explain this information?• Do I have any questions after reviewing
the information? Is there anything that doesn’t make sense?
• What biases might the author have? Are their biases demonstrated in the text?
• Where else can I find information to validate what I see here?
Students will know…• …the following 6 logical fallacies:
overgeneralizations. Circular reasoning, either-or fallacy, cause and effect fallacy, loaded language, and bandwagon
• …what types of graphs exist and when to use them
• …what data misrepresentation looks like• …the following ways to evaluate text for bias:
authority, accuracy, objectivity, technical and visual appeal, currency, appropriateness, and completeness
• …what primary and secondary resources are
Students will be able to…• … recognize fallacies in reasoning• … look for misrepresented data in graphs • … recognize the biases in texts• … access and assess primary and secondary
resources• …evaluate online resources for appropriateness• …critically review informational text• …explain their reasoning for why and how they
feel the resource could have been designed to be a more effective communication of the information
Primary Performance Task
Class will apply the concepts to Generation studies of the Linkster Generation and the Baby Boomers.
• Informational text review in a selected subject area that contains at least two elements of the following:• Fallacy analysis• Bias analysis• Data graphics analysis
• Group analysis and presentation on their findings using their Critical Eye
Other Performance TasksClass will apply the concepts to Generation studies of Generation Tech and the Baby Boomers.
In class lesson assignments that develop the skills to do the primary performance task.
Language Arts• Week 1: Visitor and reflection, Individual fallacy homework, Group fallacy presentation• Week 2: Fallacy analysis of Linkster Generation stations, Subject approval paperwork
Social Studies• Week 1: Primary v. secondary resources debate, Internet research on bias (1 site and 1
article analyses)• Week 2: Bias analysis of a historical Baby Boomer Generation documents
Math• Week 1: Individual graphing worksheet, Group graphing misrepresentation project• Week 2: Generation data review and reflection
Project journaling throughout.
TimelineMonday Tuesday Wednesday Thursday Friday
LA: Introduction to unit as a whole (K W L)
LA: Visitor-Research analystSS: Primary resources and secondary resources; Debate team preparationMath: Lesson on graphing do’s and don’ts
LA: Fallacies LessonSS: Debate on primary v. secondary resourcesMath: Graphing misrepresentation lesson
LA: Group work fallacy presentationSS: Bias LessonMath: Data collection and group graphing project
LA: Fallacy presentationSS: Library resources research on site and article bias - LibrarianMath: Group graphing project and presentation
LA: Linkster Generation StationsSS: Baby Boomer Stations (primary)Math: Generation Data Stations
LA: Writing lesson on critical reviewsSS: Baby Boomer Stations (secondary)Math: Generation Data Stations
LA: Individual critical review of Linkster Generation looking at fallaciesSS: Individual critical review of Baby Boomer articles looking at biasesMath: Individual critical review of generation data
LA: Fallacy peer review of critical analysisSS: Bias peer review of critical analysisMath: Data peer review of critical analysis
LA: Subject discussions and group placements for final project
Critical Reviews Due in all classes
LA: Subject review revisions
LA: Research librarySS: Research
LA: ResearchSS: Research library
LA: Presentation prepSS: Presentation prep
LA: Presentation prepSS: Presentation prep
LA: Presentations LA: Presentations LA: Presentations LA: Class Follow Up Discussion (K W L)
Lesson 1: KWL Summary
• Discussion used to begin and end the unit with some ideas about prior knowledge, what they would like to learn, and what they learned in the end.
Assessment
• Class KWL chart• Individual reflections
Standards
• Reading standards for Informational Text: Common Core Grade 7.8; Integration of Knowledge and Ideas
• Writing Standards: Common Core Grade 7.9b; Research to Build and Present Knowledge
• Mathematical Practices Grade 7-3• Social Studies Standard C; A student should develop the
skills and processes of historical inquiry. • Technology Research and Information Fluency
Materials
• Chart board• Markers• Reflection journals• Pencils
Time estimate
• 3 minute initial reflection journaling time• 5 minute unit review• 15 minute class discussion• 3 minute post discussion reflection journaling time• 5 minute unit expectations
Anticipatory
• A new unit
Lesson 1 continued: KWLTeaching/modeling (Day 1 of unit)
• Guidance of the KWL model• Explain the unit “A Critical Eye” – English, Social Studies,
and Math; expectations in the unit
Group practice
• Class discussion about knowledge and what they want to know about.
Independent practice
• Students will do an initial reflection on the statement: When I hear the phrase “using a critical eye” it makes me think of…
• Students will do an post-discussion reflection on the statement: After our discussion I learned some new ways my classmates thought of the phrase “using a critical eye”, they were…
• End of unit reflection on what they learned in the unit, their favorite parts of the units, what was most challenging, and how I can make the unit better for the future students.
Struggling students
• The KWL and independent reflections help to guide teacher instruction for students who are beginning with varying levels of prior knowledge.
Closure (Last day of unit)
• We sit down an discuss as a group what we learned in the unit as a whole.
Advanced students
• The KWL and independent reflections help to guide teacher instruction for students who are beginning with varying levels of prior knowledge.
KWhat we know…
WWhat we want to know…
LWhat we learned…
Lesson 2: Fallacies Summary
• Students learn about the 6 logical fallacies: overgeneralizations, circular reasoning, either-or fallacy, cause and effect fallacy, loaded language, and bandwagon
Assessment
• Fallacy partner stations graphic organizer• Fallacy group presentation
Standards
• Reading standards for Informational Text: Common Core Grade 7.8; Integration of Knowledge and Ideas
• Writing Standards: Common Core Grade 7.9b; Research to Build and Present Knowledge
Materials
• Presentation of fallacies (attached to unit)• Graphic organizers printed (attached to unit)• Examples of fallacies for partners to review at stations• Materials for students to create a presentation (poster paper,
markers, etc.)
Time estimate
• Day 1: Fallacy lesson (15 minutes)
Fallacy partner stations (20 minutes)• Day 2: Fallacy group presentation design day• Day 3: Fallacy group presentations
Journaling (3 minutes)
Anticipatory
• Station work with a partner and presentation
Lesson 2 continued: FallaciesTeaching/modeling
• Presentation of fallacies
Independent practice
• Fallacy stations with a partner using the graphic organizer and presentation to determine the fallacies they see in the different documents, resources, etc.
Closure
• Presentations by groups and journal reflection on fallacies
Struggling students
• Graphic organizer and rubric give some guidance
Group practice
• Presentation of fallacy as a group using the rubric to guide their direction, but leaving flexibility for what is in the presentation
Advanced Students
• Flexibility to present the material in a variety of ways, be creative
Lesson 3: Primary v. Secondary ResourcesSummary
• Student will discover what primary and secondary resources are and the benefits of each type of resource.
Assessment
• Class Clicker Quiz• Primary and secondary resource debate in small groups
Standards
• Social Studies Standard C; A student should develop the skills and processes of historical inquiry.
Materials
• Clickers• Presentation (attached to unit)• Paper and pencils• Multiple resources in the classroom that are primary and
secondary resources for students to identify
Time estimate
• Day 1: Primary and secondary lesson (10 minutes)
Clicker Quiz (10 minutes)
Debate team group work (20 minutes)• Day 2: Primary and secondary resource debates
Anticipatory
• Debate and small group work
Lesson 3 continued: Primary v. Secondary Resources Teaching/modeling
• Presentation of primary and secondary resources
Independent practice
• Clicker quiz
Closure
• Debates and the journal reflection on the debates
Struggling students
• Opportunity to do hands on work in the lesson, use technology and work in teams
Group practice
• Small group debate on primary v. secondary resources
Advanced students
• Opportunity to lead discussions in teams and debate
Lesson 4: BiasSummary
• the following ways to evaluate text for bias: authority, accuracy, objectivity, technical and visual appeal, currency, appropriateness, and completeness
Assessment
• Classroom journaling• Classroom document review – follow along
Standards
• Reading standards for Informational Text: Common Core Grade 7.8; Integration of Knowledge and Ideas
• Technology Research and Information Fluency
Materials
• Presentation• Copies of the bias research sheet
Time estimate
• Presentation (15 minutes)• Document review (25 minutes)• Journaling (3 minutes)
Anticipatory
• Getting to analyze a document as a class
Lesson 4 continued: BiasTeaching/modeling
• Review of bias components and then classroom will work as a team to identify bias in a sample website and a sample text.
Independent practice
• Journaling
Closure
• Tomorrow they will apply what they learned today when at the library
Struggling students
• Opportunity to follow along in the process they will do in greater detail as the unit develops
Group practice
• Working together to identify bias in a document.
Advanced students
• Opportunity to dig deep into documents and be critical
Lesson 5: Bias ResearchSummary
• Application of fallacy and bias knowledge to Linkster Generation and Baby Boomer resources.
Assessment
• At least one website and one article/paper review using the bias research sheet
Standards
• Reading standards for Informational Text: Common Core Grade 7.8; Integration of Knowledge and Ideas
• Writing Standards: Common Core Grade 7.9b; Research to Build and Present Knowledge
• Social Studies Standard C; A student should develop the skills and processes of historical inquiry.
Materials
• Copies of the bias research sheet
Time estimate
• Partner research (25 minutes)• Journaling (3 min)• Share (10 min)
Anticipatory
• Library research, out of class and doing something different
Lesson 5 continued: Bias ResearchTeaching/modeling
• Modeled yesterday
Independent practice
• Journal reflection
Closure
• Share some of the things they found with the class
Struggling students
• Had a full model of the process the previous day
Group practice
• Partner work with the bias research sheets
Advanced students
• Get to dive into research and find articles/sites they want to look at for bias. Can do more than two to get extra practice.
Lesson 6: Graphing do’s and don’tsSummary
• Students will learn about what types of graphs exist and when to use them
Assessment
• Reflection worksheet with bad graphs
Standards
• Mathematical Practices Grade 7-3
Materials
• Presentation• Worksheet
Time estimate
• Presentation (20 minutes)• Worksheet time (15 minutes)
Anticipatory
• Get to be critical and see crazy graphs that have been made
Lesson 6 continued: Graphing do’s and don’ts Teaching/modeling
• During presentation we look at lots of different graphs and analyze them based on the “Show me the numbers” text
Independent practice
• Worksheet
Closure
• What they get to do tomorrow in the misrepresentation of data lesson
Struggling students
• Opportunity to look at the variety of graphs and have some class discussion about them, revision of types of graphs to remind them
Group practice
• Group discussions within the presentation
Advanced students
• Chance to write some criticisms of graphs
Lesson 7: Misrepresentation of dataSummary
• Students play with what data misrepresentation looks like.
Assessment
• Group project displaying data in a variety of ways, what did they do to make the data appear in different ways?
Standards
• Mathematical Practices Grade 7-3
Materials
• Markers• Poster paper• Calculators• Rulers
Time estimate
• Day 1• Data collection – class survey (5 minutes at end of previous
class)• Modeling (5 minutes)• Group works on data (30 minutes)
• Day 2
• Presentation of data displays, explain how they made the data seem different and which is best in their opinion.
• Journaling (3 min)
Anticipatory
• Using techniques we learned in the do’s and don’ts of graphing to present data in different ways.
Lesson 7 continued: Misrepresentation of dataTeaching/modeling
• Modeling of the process of taking the survey data and creating percentages and tables to then make graphs from.
Independent practice
• Journaling at the end of the lesson
Closure
• Presenting and journaling
Struggling students
• Modeling and hands on opportunities.
Group practice
• Group project that allows them to take results from survey of class and present it in different ways, good and bad, then presenting it back to the class they explain what was good and bad about the different ways they presented the data.
Advanced students
• Manipulation of data presentation.
Lesson 8: Critical review writing Summary
• Using knowledge of fallacies, biases, and graphing to write critical reviews of resources.
Assessment
• Critical review application in language arts, social studies, and mathematics in days to follow.
Standards
• Reading standards for Informational Text: Common Core Grade 7.8; Integration of Knowledge and Ideas
• Writing Standards: Common Core Grade 7.9b; Research to Build and Present Knowledge
Materials
• Presentation• Graphic organizer• Paper• Pencil
Time estimate
• Presentation (15 minutes)• Small group graphic organizer application (20 minutes)
Anticipatory
• Need to know for three other assignments they will be working on in their other classes.
Lesson 8 continued: Critical review writing Teaching/modeling
• Modeling in the presentation of how to use the graphic organizer and how to write a critical review
Independent practice
• Critical review application in language arts, social studies, and mathematics in days to follow.
Closure
• Use in three additional assignments
Struggling students
• Some modeling and practice before they work on their individual assessments.
Group practice
• Small groups will take a short article and use the graphic organizer to put their thoughts in order. Then they will outline what the review will look like. Followed by writing a short review. If groups are done early they can read the review out loud or do a group peer review with another group who is done.
Advanced students
• Group practice is designed so groups who are ahead have more than enough options to continue practicing their skills.