To review & develop understanding of key terms for P1B; to practice analyzing & evaluating texts.
Analyzing and evaluating the P1A articles helps students see the difference between agreeing or disagreeing with the content of a text and critically analyzing and evaluating it. Applying these key concepts - analysis and evaluation - prepares students to read the P1B articles critically in order to prepare their own analysis and evaluation of one of them.
You might begin by writing “analysis” and “evaluation” up on the board and asking students to recap how we used these terms on Friday. Remind students of your used car (or movie) example, and ask them if they noticed or thought of any other circumstances in which we use these critical thinking strategies in everyday life. You might have an example or two handy to help jump-start discussion (i.e. we use both analysis and evaluation when buying groceries, or a coach might use analysis and evaluation to come up with a game plan).
Transition: Develop a transition here.
In groups, have students look at one of the texts they've read so far (they should have brought these to class) and analyze the effectiveness of the writing. Each group should use a different article (you decide which groups work with which article). The articles that are likely to work best are: Boyden, Wilson, Early and "New Orleans Blues". You might decide to just use these four.
Ask students to take notes on an overhead and present their findings. In addition to making observations/claims, they should support their ideas with textual evidence.
Things to look at in each article:
Each group should present their findings on an overhead. After each group has gone, you might mention that when writing an evaluative response, they only want to look at one or two aspects of the text (i.e. logic and evidence). Otherwise, the focus is stretched too thin and the paper reads more like a list than a response. So, unlike the previous activity where you asked them to consider the many ways in which a text was effective or ineffective, their response should only focus on a couple of ideas.
Write a conclusion for today’s class and remind students to check the Calendar for their homework.