Finding the Truth and Figuring it Out 2014-2015 Unit 3, Week 1.

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Presentation transcript:

Finding the Truth and Figuring it Out Unit 3, Week 1

Finding Truth and Figuring it Out Unit Overview: In this unit, students will use problem-solving skills to critically examine controversial topics, issues of credibility, and both fictional and real-life mysteries. Students will also use strategies to determine the meanings of unfamiliar words and phrases. One of the most significant aspects of “figuring it out” is to trace and evaluate writers’ differing claims on controversial issues. By studying various arguments and learning the components of argument (i.e. claim, evidence, etc.), students will conclude this unit by posing their own argument on a topic. This performance assessment should allow students to make a research based claim, provide evidence, and communicate their ideas to their peers.

Finding Truth and Figuring it Out Student Learning Targets: I can figure out the connotations and denotations of words or phrases. I can see how a specific segment of a text impacts the overall meaning. I can trace and evaluate an author’s argument. I can provide evidence to support the claims I make. I can evaluate a source for credibility and relevance. I can look at a controversial topic and evaluate both sides’ arguments.

Unit 3 Vocabulary Words clarify support connotative meaning denotative meaning argument claims tone evidence inductive reasoning word choice/diction deductive reasoning rationale controversy illustrate trace evaluate

Monday Warm-up: Copy the quote and answer the questions. “Mystery creates wonder and wonder is the basis of man's desire to understand.” ~Neil Armstrong What does this quote mean to you? Why does mankind desire to understand everything? Consider the author of this quote. How is the meaning of the quote impacted when you consider who said it? (Look up Neil Armstrong on your device if needed)

Monday Read the poem “The Road Not Taken” by Robert Frost to yourself. Turn and Talk with a neighbor. Discuss what you think the poem means. Let’s Read the poem aloud. Complete the close reading questions for stanzas 1&2 (handout)

Close Reading of “The Road Not Taken” by Robert Frost. Stanzas 1 & 2 Answer questions completely. (handout)

Monday Diverged: to move, lie, or go in different directions from a common point; branch off. Semicolons:

Tuesday Warm-up: Copy this quote and answer the question. “Life isn't about finding yourself. Life is about creating yourself.” ~George Bernard Shaw What is the main idea ( theme ) of this quote?

Tuesday Complete the Connotation/Denotation chart for words from the poem. (handout) Complete the “Decoding Chart” for Stanzas 1&2. (handout)

Wed 2/4 Warm-up: What is the tone and mood this photo. Use information from your close read questions to support your statements. Consider the colors, lighting, style.

Wednesday Close Reading of “The Road Not Taken” by Robert Frost. Stanzas 3 & 4 Answer questions completely. (handout)

Wednesday Color effects on tone and mood: Tone and Mood: / / Colons:

Thursday Warm-up: Copy the quote and answer the questions. “It is our choices... that show what we truly are, far more than our abilities.” ~J. K. Rowling What does this quote mean to you? Why is it important that we make good choices? Consider the author of this quote. How is the meaning of the quote impacted when you consider who said it? (Look up J.K. Rowling on your device if needed)

Thursday Discuss Imagery (video) Complete the Imagery Chart for “The Road Not Taken.” (handout) Complete the Theme Analysis Chart (Handout)

Friday Warm-up: What is the tone and mood of the photo? What factors give this tone/mood? Which direction will the traveler in the photo take? How do you know?

Day 5 Finish the Imagery Chart and Theme Analysis Chart. Writing Prompt: Looking back over all the things we’ve discussed about the poem “The Road Not Taken,” choose the theme you think is best represented in the poem. In an argumentative essay, explain how the imagery in Frost’s poem contributes to the theme? Be sure to discuss the connotation and denotation of Frost’s word choices. Use evidence from the poem to support your claim.