MONDAY: Evaluating Claims from the Prologue

Act One, Scene i

Today we are getting good at: 

Evaluating claims that show critical thinking and understanding of the text and...

Using guiding questions to analyze Act One, scene one. (I.i.)

RUBRIC TO EVALUATE CLAIMS:  http://odelleducation.com/wp-content/uploads/2014/01/Evidence-Based-Writing-Rubric.pdf  (High proficiency =4.  Notice that a 4 requires "insightful" and "precise" inferences.  An inference is a claim based on reasons and evidence.)

10 minutes: In partners, go to  http://goo.gl/zZYiST and, using the above rubric, evaluate the claims from your classmates based on the prologue to Romeo and Juliet. 

5 minutes: Discuss the high scorers.

15 minutes: Listen to the first scene of Romeo and Juliet while you read along in your book.

10-15 minutes: Use two of these guiding questions to respond to your first reading of the text.  Use paragraph form.

1) What stands out to me as I first examine the text?

2) How is the text organized?

3) What words or phrases stand out to me as I read the text? Why are they important?

Tuesday (1st and 3rd) & Wednesday (5th period): Making Evidence-based Claims

Plato's Apology: Paragraphs 4-9

Today you will be meeting in your groups to find details from paragraphs 4-9 to support a claim in response to the question:

How does Socrates respond to the charges that he is arrogant and "walks on air"?

Revising our claim from yesterday:  

While his accusers think he is arrogant, Socrates responds to those charges with humility and humor, demonstrating that his efforts have been misunderstood.  

In groups, Look for at least 2 pieces of evidence to support this claim.  Your recorder should submit his/her copy of Making Evidence Based Claims for review by the end of the period.

Day One: Plato's "Apology": Making Evidence-Based Claims

Learning Target:  Today we will begin to think about how to create claims that are based on evidence.

Intro (15 min)

A claim is a conclusion that you might make based on your experience that you want others to think about. 

What are some claims you might make about "school lunches" at VHS?


Consider these claims that must be supported by key details:

It is cold outside.

The paparazzi go too far.

Smoking is hazardous to your health.

Curley's wife acts like a tart because she feels powerless and trapped.

Activity: Video

Watch the final scene from The Sopranos. 
http://goo.gl/3CNbE  Discuss and watch again, keeping track of key details.

10 minutes: In groups, choose three details that are related. Discuss and write down what you think of each of the details. Then, write down how they are connected.

10 minutes: Make a claim about the details.  Discuss with the class.