ELA-ted
  • Home
  • First Quarter
    • Welcome Back - Rhythm, But Not Blues
    • This I Believe
    • Manage Your STRESS
    • It's All About Having a Growth Mindset
    • The Cost of Conformity
    • The Giver
    • The Reading Mindset
  • Second Quarter
    • Themes in the novel THE GIVER
    • For Everyone by Jason Reynolds
    • Fig Lang (Figurative Language)
    • What do we do with a difference?
    • Amanda Gorman, Poet Laureate
  • Third Quarter
    • Argument Reading
    • Argument Writing
    • In-text Citations
    • What do we do with a difference?
    • I heard it through the grapevine...
    • Literary Allusions
  • Fourth Quarter
    • P o E t R y
    • The Scorpio Races
    • Writing & Performing a MONOLOGUE
    • Me, Myself, and My Gender
    • Themes in Literature
    • Innovating to Solve Real-World Problems
    • The Design Thinking Process
  • Book Club & Socratic Seminar
  • One Community; Six Words
    • Check Out Our Project!
    • North Olmsted's African American History
    • North Olmsted's First Settlers from CT and VT
    • North Olmsted's Geologic & Natural History
    • North Olmsted's Native People
    • North Olmsted's Veterans
    • North Olmsted's Women
  • Conducting Research Like a Boss
  • The Three Types of Irony
  • The Cost of Conformity
  • Women's History Month
  • Black History Month
  • Home
  • First Quarter
    • Welcome Back - Rhythm, But Not Blues
    • This I Believe
    • Manage Your STRESS
    • It's All About Having a Growth Mindset
    • The Cost of Conformity
    • The Giver
    • The Reading Mindset
  • Second Quarter
    • Themes in the novel THE GIVER
    • For Everyone by Jason Reynolds
    • Fig Lang (Figurative Language)
    • What do we do with a difference?
    • Amanda Gorman, Poet Laureate
  • Third Quarter
    • Argument Reading
    • Argument Writing
    • In-text Citations
    • What do we do with a difference?
    • I heard it through the grapevine...
    • Literary Allusions
  • Fourth Quarter
    • P o E t R y
    • The Scorpio Races
    • Writing & Performing a MONOLOGUE
    • Me, Myself, and My Gender
    • Themes in Literature
    • Innovating to Solve Real-World Problems
    • The Design Thinking Process
  • Book Club & Socratic Seminar
  • One Community; Six Words
    • Check Out Our Project!
    • North Olmsted's African American History
    • North Olmsted's First Settlers from CT and VT
    • North Olmsted's Geologic & Natural History
    • North Olmsted's Native People
    • North Olmsted's Veterans
    • North Olmsted's Women
  • Conducting Research Like a Boss
  • The Three Types of Irony
  • The Cost of Conformity
  • Women's History Month
  • Black History Month

How to Read and
​Analyze ​Arguments

 🔵 Getting Started

GOAL: Identify the thesis, claims, and supporting evidence presented by the makers of the film

We will begin our unit viewing the Netflix documentary called "The Social Dilemma".  During and after viewing we will complete the note-taking page linked below and the Google Form seen below. 

I will have paper copies of the note-taking page in class today. A link to the Google Form Exit Ticket will be posted in our Google Classroom when we are finished viewing the film.

If you are absent during the time we view the film in class, I will share a link to the film with you, though that link will only be active for one day.
  • NOTE-TAKING PAGE:  https://docs.google.com/document/d/1kjouZjql28yJYn-l8UmBOPZXi7ac8HiNUeWQLgtGY4s/edit?usp=sharing​
  • EXIT TICKET: See below. You will get a link to this form in your Google Classroom.

 🔴 Next, we read. 

Article #1 - The Era of the Celebrity Meal (from the New York Times)

​GOAL: Identify topic, main idea, supporting details, and bias

In keeping with the theme of social media, let's read about how fast food restaurants and social media influencers and other celebrities are partnering to sell you their food via social media.  In this exercise we are looking for TOPIC, MAIN IDEA, SUPPORTING DETAIL, and BIAS.  I will also introduce the idea of a thesis statement, which we will learn more about as we get deeper into this unit.  Pay attention as you are reading to the yellow highlighted sections of the text. Ask yourself why the authors of the article spend so much time explaining who the people they are quoting actually are.

NOTE:  I will have paper copies of this article in available in class.

Article Set #2 - Various Scope and Scholastic Magazine Debate Pages 
​
​GOALS:
1) Identify topic, claims, and supporting evidence.
​2) Write a thesis that represents your stance along with a few reasons why.

You will select two topics that interest you from among those represented in this year's various Scholastic or Scope magazines.  As you read, identify the topic and title of each article.  The title will always be written in the form of a question.  As you continue to read, look for and record evidence to supports the claims of both a YES and a NO answer to the debate question.
Picture
HERE IS THE LINK TO THE NOTE-TAKING PAGES WE WILL USE FOR THIS ACTIVITY: ​https://docs.google.com/document/d/1ikHu8S2opj7BYbpR6UkTuJPFSEvFw1MpRtETWbTh-Ok/edit?usp=sharing
​

👉🏼NOTE: I will have paper copies of this note-taking page available in class, along with multiple copies of various Scope and Scholastic mags, turned to the correct pages, which will look like the one in the image above.

  🛑 Time Out. Let's talk a bit more about a 3-part thesis (based on the Scholastic/Scope articles you read.

Link to Google Form below HERE: ​forms.gle/2FhERhcm3Vy774XeA


Article Set #3 
>>>Argument 1 (From The Washington Post) - Five Ways Social Media Can Be Good For Teens
>>>Argument 2 (From Very Well Family) - 5 Ways Social Media Affects Teen Mental Health


​GOAL: Analyzing and comparing two arguments written about the same topic

For this activity, we will return to the topic of social media. Read each of the articles below (paper copies will also be available).  As you read analyze the strength of each argument.  Remember what we learned about fact-based versus opinion-based information from the News Literacy Project Slideshow posted for you below. 

Fact-based information can be checked and verified. Opinion-based information may be based on facts, but it the interpretation of those facts that cannot be verified.  However accomplished or intelligent the opinion holder is, opinion-based information is still based on opinion.  Now, it is important to note that we may choose to use opinion-based information in our own arguments, especially when our arguments are moral arguments. We just use such information aware of its limitation.

As you read, record your responses on the handout pictured below.  Here is a link to that digital handout: https://docs.google.com/document/d/1Ny2_1IqEK0hU2Upxj6miHKZM2RRfwvrAWyHaTwqBTK8/edit?usp=sharing

I will also have paper copies available for you in class.

News Literacy Project Resources

Slideshow: Fact or Opinion?

>>>For the "Stump the Class" activity click on the Google Form linked here to record your ideas so we can use them to see who stumps us most:  
https://forms.gle/uPoirK6aUHpbH9NXA
Fact or Opinion Infographic
Picture
COVID-19 Fact or Opinion Sorting Activity

Other Learning Resources

EDPUZZLES - Media Literacy

Link to Edpuzzle 1- What is Fake News: https://youtu.be/V4o0B6IDo50​
Link to Edpuzzle 2- 5 Ways to Spot Fake News: https://edpuzzle.com/media/61dd95e7e9218442a76650d2​
​Link to Edpuzzle 3- Five Ways to Spot Fake News: https://edpuzzle.com/media/61dd975ffa700542e150a3dd​

BLOOKET - Fact or Opinion Based? (From Procon.org)

LINK: ​https://www.blooket.com/set/61f0067176db90913e046b56
Picture
Picture
Photos used under Creative Commons from Brett Jordan, AndLikeThings conall..