Tag Archive for metacognative markers

American Lit: Annotating an Argumentative Text

Standard: ELAGSE11-12RI6 Determine an author’s point of view or purpose in a text in which the rhetoric is particularly effective, analyzing how style and content contribute to the power, persuasiveness, or beauty of the text.

Learning Target: I can identify and evaluate the effectiveness of an authors argument, claims, evidence, and call to action.

Opening Session: MKTO – American Dream

Work Session: Today we’re continuing our discussion of the American Dream by reading an essay called “Is the American Dream still possible?” by David Wallechinsky. We will read this together and annotate the text using our metacognitive markers:

  • put a ? when you have a question
  • put an ! when you have a strong reaction to something in the text
  • put a * when you have comment to make
  • underline any key ideas or details

….and stop and discuss throughout our reading. Then, we will analyze the following parts of the essay:

  • What is the author’s claim?
  • What is the author’s evidence to back up his claim?
  • What is the call to action?

Then, I’d like you to do a brief constructed response for me, in the My Notes sections of your pages as usual:

  • Write a brief constructed response that explains how Wallechinsky builds an argument to persuade the readers that the American Dream is a bygone concept. Analyze how Wallechinsky uses evidence, reasoning, and stylistic of persuasive elements to strengthen his logic and persuasiveness of his argument.

Closing Session: Swap books with a friend and compare their annotations to yours. What do you notice about your annotations? Did you choose the same things to mark?

Assessment: Formative – constructed response

World Lit: The Life and Times of Frida

Standard: ELAGSE9-10RL7 Analyze the representation of a subject or a key scene in two different artistic mediums (e.g., Auden’s poem “Musée de Beaux Arts” and Breughel’s painting Landscape with the Fall of Icarus), including what is emphasized or absent in each treatment.

Learning Target: I can analyze a particular point of view regarding a cultural experience expressed in literature and art.

Opening Session: Check out this video from PBS America, a clip from The Life and Times of Frida

Work Session: Okay, let’s dive into this excerpt from the biography of Frida Kahlo! As we read, you’re going to use metacognitive markers to mark the text:

  • put a ? when you have a question
  • put an ! when you have a strong reaction to something in the text
  • put a * when you have comment to make
  • underline any key ideas or details

After we go over this and talk about where we marked things, we are going to check out some artwork by Frida Kahlo. This painting is called Self-Portrait on the Borderline Between Mexico and the United States.

We’ll examine this painting using the OPTIC strategy! I’m just full of strategies today! OPTIC stands for

  • Overview: Write notes on what the visual appears to be about
  • Parts: Zoom in on the parts of the visual and describe any elements or details that seem important
  • Title: Highlight the title if you can
  • Interrelationships: Use the title as the theory and the parts of the visual as clues to detect and specify how the elements of the graphic are related
  • Conclusion: Draw a conclusion about the visual as a whole. What does the visual mean? Summarize the message of the visual in 1-2 sentences

After we discuss the painting, I want you to flip in your book back to page 35 and work on the Second Read questions. Remember that you should flip back to the text while answering these questions!

Closing Session: Let’s end the day with a book talk – I’ll share what I’m reading now, and I’d love to hear from one or two of you guys as well!

Assessment: Informal – class discussion, check of Second Read questions

Differentiation: Learning style (painting versus text); Process (scaffolded questions)

American Lit: Labels?

Standard: ELAGSE11-12RL1: Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text, including determining where the text leaves matters uncertain.

Learning Target: I can analyze the use of definition strategies in order to apply those strategies to new writing.

Opening Session: President Obama on what it means to be an American:

Work Session: Everyone grab a post-it note…we’re going to make labels for ourselves! Do you identify as an American? If so, you can put that on your label, and if not, put something else. Stick your label to your shirt, and then we’ll go around and share how we labeled ourselves. Are you OK with labeling yourself? Are you OK with being labeled by other people?

Let’s turn in our texts to page 32 and read the selection called “What Is An American.” We will read chunk 1 together, using metacognitive markers to mark the text:

  • put a ? when you have a question
  • put an ! when you have a strong reaction to something in the text
  • put a * when you have comment to make
  • underline any key ideas or details

After a brief discussion of how we marked the text as a class, you can read chunk 2 with your table and mark and discuss as you go; finally, you can read chunk 3 on your own and mark it for yourself. Afterwards, we can do the Second Read questions in the text on page 33.

Closing Session: Let’s revisit our discussion now – do you stand by your label from earlier? Or would you change it?

Assessment: Informal – checks of metacognitive markers, class discussion

Differentiation: Process (scaffolded metacognitive markers, grouping)