I hope that each of you had a wonderful weekend. This week, we will continue learning about inductive versus deductive reasoning. This is usually a challenging unit, so please come to class prepared each day to learn and engage.
Below is the proposed agenda for the week:
Common Core Standards: We are covering these standards throughout the first unit.
R.1.Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
R.10.Read and comprehend complex literary and informational texts independently and proficiently.
R.2.Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
R.6.Assess how purpose shapes the content and style of a text.
R.8.Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
S/L.1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others' ideas and expressing their own clearly and persuasively.
S/L.2.Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
S/L.3.Evaluate a speaker's point of view, reasoning, and use of evidence and rhetoric.
W.1.Write arguments to support claims in an analysis of substantive topics or texts, using valid reasoning and relevant and sufficient evidence.
W.10.Write routinely over extended time frames (time for research, reflection, and revision) and shorter time frames (a single sitting or a day or two) for a range of tasks, purposes, and audiences.
W.4.Produce clear and coherent writing in which the development, organization, and style are appropriate to task, purpose, and audience.
W.5.Develop and strengthen writing as needed by planning, revising, editing, rewriting, or trying a new approach.
W.7.Conduct short as well as more sustained research projects based on focused questions, demonstrating understanding of the subject under investigation.
W.8.Gather relevant information from multiple print and digital sources, assess the credibility and accuracy of each source, and integrate the information while avoiding plagiarism.
W.9.Draw evidence from literary or informational texts to support analysis, reflection, and research.
Essential Question for this unit:
What is inductive reasoning?
What is deductive reasoning?
What is research?
How does data drive our claims?
Monday: (We were behind last week, so we will continue with this as scheduled.) Continue class discussion, web quest assignment, deductive vs. inductive reasoning PowerPoint and notes. Overview: Students will begin a more complex analysis of argumentation by examining the four primary ways in which people argue claims: inductive reasoning, deductive reasoning, analogy, and cause and effect. Outcomes: Students will be able to identify and write the four types of arguments. Homework: none.
Tuesday: Continue PowerPoint deductive vs. inductive reasoning, evaluating analogies, practice analogies, create analogies assignment, and CT research if time. Overview: Students will begin a more complex analysis of argumentation by examining the four primary ways in which people argue claims: inductive reasoning, deductive reasoning, analogy, and cause and effect. Outcomes: Students will be able to identify and write the four types of arguments. Homework: None.
Wednesday: (Interim Progress Reports Issued) Review inductive vs deductive reasoning ppt and assignments from yesterday, Review terms that have been discussed throughout the past few weeks and begin analyzing arguments: group assignment. Overview: Students will work in a variety of settings (class, group, individual) to analyze arguments using the language and knowledge gained from Unit 1. Outcomes: Students will show a fluency in argumentative language and a basic understanding of the key concepts from unit one. Homework: None.
Thursday: Continue group assignment, look at Syrian speech, watch TED Talk by Steven Pinker, and students will present their information from their group assignments. Overview: Students will work in a variety of settings (class, group, individual) to analyze arguments using the language and knowledge gained from Unit 1. Outcomes: Students will show a fluency in argumentative language and a basic understanding of the key concepts from unit one. Homework: None.
Friday: Discuss and review citations and how to format a research paper, discuss importance of accurate and current sources, discuss annotated bibliographies, look at different databases for research, and begin creating annotated bibliographies. Overview: Students will begin learning about and/or adding to their understanding of research and citations. This is one of the most crucial lessons of the semester. Outcomes: Students will be able to accurately research current scholarly information as well as cite it. Homework: Continue working on annotated bibliographies.