Day 2

Standards Reading: 1.0 Word Analysis, Fluency, and Systematic Vocabulary Development- Students apply their knowledge of word origins to determine the meaning of new words encountered in reading materials and use those words accurately. Vocabulary and Concept Development- 1.3 Discern the meaning of analogies encountered, analyzing specific comparisons as well as relationships and inferences. Structural Features of Informational Materials 2.1 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices. Comprehension and Analysis of Grade-Level-Appropriate Text2.3 Verify and clarify facts presented in other types of expository texts by using a variety of consumer, workplace, and public documents. Writing: 2.3 Write reflective compositions: a. Explore the significance of personal experiences, events, conditions, or concerns by using rhetorical strategies (e.g., narration, description, exposition, persuasion). b. Draw comparisons between specific incidents and broader themes that illustrate the writer's important beliefs or generalizations about life. c. Maintain a balance in describing individual incidents and relate those incidents to more general and abstract ideas. Objectives Students will be able to… –identify perceived issues with the American public school system and American students and express their own beliefs. –identify, define, and utilize newly presented vocabulary. –read a text and identify logical and emotional appeals. –read a text and formulate a supportive statement, whether they agree or not. –recall evidence and examples from text. –annotate text to further understanding.

Reading Activity #6: First Reading –Read through the articles playing the “believing game” or “going with the grain.” Take them for what they are saying. Make notes in the margins next to pieces of the text that appeal to your logic (label with a big “L”) and the ones that appeal to your emotion (Label with a big “E”). At the end of each article, whether you agree or not, write a statement in support of what that article was claiming. –Also, note (in the margins) if any of your complaints about school are relevant, mentioned or, discussed in any of the articles.

Reading Get into groups of 4 or 5 and compare what you came up with in your first readings. –Where are the logical appeals? –Where are the emotional appeals? –What statements did you come up with to support the articles? –Were any of your complaints or problems addressed? –What did you get for the definitions of the vocabulary words? Once you agree, pick one member of the group to be your expert. The experts will then visit all other groups and compare until we reach a whole class agreement.

Reading Activity #7: Looking Closely at Language 1. What are some of the discrepancies mentioned in the article? 2. What was cogent about this article? 3. Who is usually claimed to have educational superiority over American students? 4. What are some of the drastic differences between the American school system and those of other countries? 5. How does Miller describe the work ethic of her American students and her international students? 6. What does Miller claim some of her international students are still mediocre at, but don’t let get in their way? 7. When Miller claims that her international students’ respect for knowledge and their professors is palpable, what do you picture? 8. How does Miller come to the conclusion that her American students are disengaged? Do you agree with her? 9. Why does this topic interest a plethora of people and schools? 10. What do you feel are some of the overgeneralizations that have been made? 11. What is Miller referring to when she uses the term “deluge?” 12. What do you know about “No Child Left Behind?” 13. How does the term “helicopter parents” make you feel? Do you feel it is an accurate label or disrespectful?

Reading Activity #8: Rereading the Text In the left hand margin of the articles, label the following: –introduction –issue or problem being addressed –author’s main arguments –author’s example –conclusion In the right hand margin, now that you are reading “against the grain” and playing the “doubting game,” write your reactions to what the author is saying. Use a different color ink than you have been using to annotate.