Transcript Technology
Technology Performance Task Getting Ready to Read As you approach a reading assignment it’s important to make a connection between your own personal world and the world of the text, activate prior knowledge and experience related to the issues addressed in the text, share your knowledge and vocabulary relevant to the text, and generate questions that anticipate what the text is about. Key Terms Today, in preparation of the performance task, you are going to have a discussion about technology. On a sheet of paper, brainstorm how the following Key Terms relate to each other; then categorize them and create a thinking map or web. KEY TERMS: Technology, Connection, Conversation, Isolation, Benefits of Technology, Detrimental effects of Technology, Companionship, Relationship, Legislature, Ban, Limit, Law, and Use. Key Terms What are some ways you categorized the Key Terms? With the rapid development of technology, we are becoming more and more reliant on it. The need for in-person communication, social skills, and other aspects of human interaction are becoming rare, if not unnecessary. With this, some argue the effects are harmful while others would say the benefits outweigh anything detrimental. What are some ways you think technology might be beneficial and some ways harmful? Discuss with your group members. Key Terms Share with the class what you and your group members discussed. You will learn more about the different ways technology is beneficial and detrimental through this Technology Performance Task. Watch & Write A quickwrite will follow the viewing of these videos: Fujitsu Teddy Bear Robot PARO Therapeutic Robot Look Up Five Minute Quickwrite Respond to the following questions: How is the technology changing the dynamics of how humans relate and communicate? What concerns may need to be addressed? Why? What are the pro’s and con’s of your answer? Pair and Share your response. Class debrief. Surveying the Text Surveying the text gives you an overview of what the reading selection is about and how it is put together. It also helps you create a framework in which to make predictions and generate questions to guide your reading. The following slide lists a series of questions to help you through the process of surveying a text. Surveying the Text Answer the following: How many sources are provided? What are the titles and subheadings? Note the topics and main ideas. What is the length of each reading? When and where were the texts published? What does this information tell you? Who authored the texts? Are they credible? Make a prediction for each article: What will you read about? What are the main ideas? Surveying the Text Preview the constructed response questions you will answer once you are finished reading and annotating the text. Do not answer them yet. First Reading First Reading The first reading is intended to help you understand the text and confirm your predictions. This is sometimes called reading “with the grain” or “playing the believing game.” While reading, circle or highlight any unfamiliar words. After you finish the first reading, answer the following questions: Which of your predictions turned out to be true? What surprised you? Key Ideas & Vocabulary After reading, review the unfamiliar words you circled or highlighted using the following questions (and/or following Key Ideas & Vocabulary slide): -Is the word positive or negative? -Deconstruct the word looking for common prefixes/roots. -Look for context clues and/or replace unfamiliar words with a synonym. Key Ideas & Vocabulary Source 1 Vocabulary: mere, laments, wistfully, discrete, tend, kinetic, tine, nuance, velocity, diminished, dispense, muse, psychiatry, delusion, simulation, illusion, solitude, partisan, unedited, detrimental, ban. Key Ideas: self-reflection, reflexive impulse, “alone together,” “kept at bay,” social climate. Source 2 Vocabulary: convenience, verse, copious. Key Ideas: Call of Duty (Video Game) Source 3 Vocabulary: sporadic, perceived, permissiveness, trolling, contemplate, impulsive, unrelenting, seduces. Key Ideas: brain’s neural circuitry, digital stimulation, continuous partial attention vs. multitasking, perpetual connectivity, island syndrome, confluence of forces, impulse control disorders. Re-reading the Text Second Reading In the the second reading, you will read “against the grain,” playing the “doubting game.” Again, review the constructed response questions before reading : Second Reading Protocol As you read, label each text with the following: introduction, issue/claim being addressed (star it), author’s main arguments/reasons (box), author’s evidence (underline), conclusion. Fill up the margins with marginalia: ask questions, express surprise, disagree, elaborate, note any instance of confusion. Consider the Structure On a separate sheet of paper, create three columns-one for each source. As a class we will outline the first source: introduction/claim, main arguments/reasons, evidence, conclusion. In pairs outline the second source: introduction/claim, main arguments/reasons, evidence, conclusion. Independently outline the third source: introduction/claim, main arguments/reasons, evidence, conclusion. Connecting Reading to Writing Writing to Learn Now turn to pages 9-11 and answer the constructed response questions. Constructed Response Exemplars As we review the following exemplars of constructed response, it’s important to note that number one and two are on a 2-point rubric. Number three and four are on a 1-point rubric. We’ll discuss the importance of closely reading each question, number of sources, the difference between “evidence” and “challenges,” and why each exemplar received its score. Constructed Response 1: 2 on a 2-point rubric Constructed Response 1: 1&0 on a 2-point rubric Constructed Response 2: 2 on a 2-point rubric Constructed Response 2 Constructed Response 3: 1 on a 1-point rubric Constructed Response 3: 0 on a 1-point rubric Constructed Response 4: 1 on a1-point rubric Constructed Response 4: 0 on a1-point rubric Composing a Draft MLA Formatting In text citations: https://owl.english.purdue.edu/owl/resource/747/02/ Formatting quotations with in text citations: https://owl.english.purdue.edu/owl/resource/747/03/ Basic works cited page: https://owl.english.purdue.edu/owl/resource/747/05/ Organizing the Essay The following are traditional parts of an essay. The number of paragraphs in an essay will depend on the nature and complexity of your argument. Introduction You may want to include the following in your Introduction: -a “hook” to get the reader’s attention -background information that the audience may need -a thesis statement (claim), along with an indication of how the essay will be developed (“forecasting” or “plan”). Note: a thesis statement states the topic of the essay and the writer’s position on that topic. *Now would be a good time to sharpen or narrow your thesis statement. Body The body is made up of paragraphs: -that present support of the thesis statement, usually in the topic sentences with evidence. -that include different points of view or addresses counterarguments by: refuting them, acknowledging them but showing how the writer’s argument is better, granting them altogether but showing that they are irrelevant. -that provide evidence that you have considered your own values, beliefs, and assumptions; the values, beliefs, and assumptions of your audience; and whether you have found some common ground that appeals to various points of view. Content of Body It’s important to understand that body paragraphs explain and support your thesis statement (claim) as you move your writing from “writer-based” to “reader-based” prose. -Most body paragraphs consist of a topic sentence (or an implied topic sentence) and concrete details to support that topic sentence. -Body paragraphs give evidence in the form of examples, illustrations, statistics, and so forth and analyze the meaning of the evidence. -Each topic sentence is usually directly related to the thesis statement. -No set number of paragraphs make up an essay. -The thesis (claim) dictates and focuses the content of an essay. Conclusion A conclusion is a final paragraph (or paragraphs) that includes a solid argument to support the thesis (claim) and indicates the significance of the argument--the “So what?” factor. Return to page 11 of Part 2 and Write! The essay is due by the end of the period. Peer Evaluation Examine the Rubric Your argumentative essay will be scored using the rubric attached at the back of the Performance Task handout. Step one: Highlight the words that differ from one column to the next for the first category (row) and then the next, etc. Especially note the difference between a 3 & 2. Step two: pull out a sheet of paper and create four rows labeling each respectively: Score 4, Score, 3, etc. Breakdown and simplify the description of each the respective scores. Score Writing: Anchors & Trainers Peer Evaluation Use the practice with anchors and trainers from yesterday to peer score. Trade your essay with a neighbor and use the first handout for the first peer review. Return it to the author when finished. Keep the first peer review and trade your essay along with the second handout for the second peer review. Return it to the author when finished. Self Evaluation 1. Statement of claim and organization: How well did you state your claim, address opposing claims, and maintain your claim with a logical progression of ideas from beginning to end? How well did your ideas thoughtfully flow from beginning to end using effective transitions? How effective was your introduction and your conclusion? 2. Elaboration/Evidence: How well did you integrate relevant and specific information from the sources? How well did you elaborate your ideas? How well did you clearly state ideas using precise language that is appropriate for your audience and purpose? 3. Conventions: How well did you follow the rules of grammar usage, punctuation, capitalization, and spelling? Self Evaluation When you have finished your “Self Evaluation,” compare your findings with that of your peer evaluators. Write a defense for each category of the rubric in which your evaluation contradicts your peers. Use evidence from your own essay to support your defense. Staple both peer and self evaluations to the back of the Performance Task handout and turn it in. Goal Setting • • • Based on your findings from your peer evaluations, use your rubric to set 5 goals for yourself over the course of this school year. These goals should not be: “move from a 3 to a 4.” Set goals that are specific and skill oriented such as, “write a clear claim and stay focused on it throughout my writing.” Optional Peer Evaluation Strategy on the Following Slides: Peer Essay Evaluations Distribute Analytical Rubric 1st exposure: In pairs or small groups, students should identify and highlight differences in language between each proficiency level. Take time to share aloud. Review of rubric: This is a necessary step prior to any peer evaluation session. Anchor/Trainer Papers Prior to any peer evaluation, provide anchor and/or trainer papers. Students will practice evaluating according to rubric and compare scores and reasons. Peer Evaluation Sheets Provide students with evaluation templates: a checklist and fill-in-the-blank rubric have been provided in your packet. Prior to Essay Distribution Brainstorm the types of comments typically made by language arts teachers, such as: Missing support/evidence Develop with details Avoid “you” Flow problem between ideas Word choice Vague – make clear Redundant ….and so on…. Peer Evaluation Process Distribute an essay to each student. For first read, student/evaluator should complete a peer evaluation checklist for each essay he/she reads. Allow students time to read the essay, make a few notations on the essay, and complete the peer evaluation checklist. Post-reading of Essay Student/evaluator trades the ESSAY ONLY -- not the completed evaluation – to a person in close proximity. A second evaluator will now read the essay, add notations, and complete a fill-in-the-blank rubric evaluation. IMPORTANT STEP to ensure scoring consistency/authenticity. Then, students attach completed evaluations to appropriate essays, compare/discuss scores, reassess (if needed), and return to original owners. Self-Reflection Students should always reflect on their writing. Have students reflect on their strengths and weaknesses by keeping a Writing Log of some sort. Prior to each writing assignment, each student should review his/her Writing Log to develop skills.