1. A Critical Eye Kristine Stout Ed 617

2. Language Arts Mathematics Social Studies Technology

3. 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.

4. 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”).

5. Established Goals: Grade 7 Standards Mathematics Mathematical Practices Grade 7-3 Construct viable arguments and critique reasoning of others.

6. 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

7. 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

8. 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.

9. 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?

10. 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

11. 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

12. 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

13. Other Performance Tasks Class 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.

14. Timeline MondayTuesdayWednesdayThursdayFriday LA: Introduction to unit as a whole (K W L) LA: Visitor- Research analyst SS: Primary resources and secondary resources; Debate team preparation Math: Lesson on graphing do’s and don’ts LA: Fallacies Lesson SS: Debate on primary v. secondary resources Math: Graphing misrepresentation lesson LA: Group work fallacy presentation SS: Bias Lesson Math: Data collection and group graphing project LA: Fallacy presentation SS: Library resources research on site and article bias - Librarian Math: Group graphing project and presentation LA: Linkster Generation Stations SS: Baby Boomer Stations (primary) Math: Generation Data Stations LA: Writing lesson on critical reviews SS: Baby Boomer Stations (secondary) Math: Generation Data Stations LA: Individual critical review of Linkster Generation looking at fallacies SS: Individual critical review of Baby Boomer articles looking at biases Math: Individual critical review of generation data LA: Fallacy peer review of critical analysis SS: Bias peer review of critical analysis Math: 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 library SS: Research LA: Research SS: Research library LA: Presentation prep SS: Presentation prep LA: Presentation prep SS: Presentation prep LA: Presentations LA: Class Follow Up Discussion (K W L)

15. 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

16. Lesson 1 continued: KWL Teaching/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.

17. K What we know… W What we want to know… L What we learned…

18. 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

19. Lesson 2 continued: Fallacies Teaching/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

20. Lesson 3: Primary v. Secondary Resources Summary 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

21. 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

22. Lesson 4: Bias Summary 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

23. Lesson 4 continued: Bias Teaching/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

24. Lesson 5: Bias Research Summary 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

25. Lesson 5 continued: Bias Research Teaching/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.

26. Lesson 6: Graphing do’s and don’ts Summary 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

27. 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

28. Lesson 7: Misrepresentation of data Summary 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.

29. Lesson 7 continued: Misrepresentation of data Teaching/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.

30. 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.

31. 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.