10SL-Comprehension+&+Collaboration

SL-10.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9–10 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL-10.2. Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source. SL-10.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== **SL.10.1.** 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. HS.SI.1.3: Evaluate content for relevance to the assigned task. HS.SI.1.2: Evaluate resources for point of view, bias, values, or intent of information. HS.TT.1.1: Use appropriate technology tools and other resources to access information (multi-database search engines, online primary resources, virtual interviews with content experts). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking:**===
 * ===**Common Core Standard**===
 * Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 * Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions.
 * Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
 * AS: **
 * SL. 9.2** Integrate and evaluate information presented in diverse media and formats, including visually, quantitatively, and orally.
 * SL. 9.3** Evaluate a speaker‘s point of view, reasoning, and use of evidence and rhetoric.
 * MP:**
 * 1.** Use appropriate tools strategically/Attend to precision.
 * 2.** Use appropriate tools strategically
 * 3.** Reason abstractly and quantitatively ||
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard** : ===

**SL 10.1a,c,d; 10.2; 10.3 Evaluate**
===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * SL 10.1b** Understand ||

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * SL. 10.1a**
 * Read appropriate texts from rich and diverse sources.
 * Identify important details and devices that come from the text.
 * Engage in outside reading and research to inform opinions on diverse topics.
 * Prepare to support discussion ideas through use of sources.
 * Utilize information from readings to stimulate and continue conversation.
 * Evaluate connections from the texts to other texts and/or global issues/concerns.
 * Come to discussions prepared having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
 * SL. 10.1b **
 * Determine the goal of the collective conversation
 * Establish fair rules for discussion
 * Demonstrate examples of effective, civil conversations to model rules and examples
 * Establish deadlines and goals of the collective group
 * Work collaboratively with other students using the rules and norms established
 * Work with peers to set rules for collegial discussions and decision-making (e.g., informal consensus, taking votes on key issues, presentation of alternate views), clear goals and deadlines, and individual roles as needed.
 * SL. 10.1c **
 * Identify credible questions and questioning strategies
 * Discriminate between deep and shallow questions
 * Adapt knowledge from text in order to respond to questions and comments
 * Engage other students and their opinions into the dialogue
 * Clarify conclusions drawn from the dialogue.
 * Verify conclusions drawn from the dialogue.
 * Challenge ideas in the dialogue.
 * Defend ideas in the dialogue.
 * Propel conversations by posing and responding to questions that relate the current discussion to broader themes or larger ideas; actively incorporate others into the discussion; and clarify, verify, or challenge ideas and conclusions
 * SL. 10.1d **
 * Respond to others in the conversation using relevant information.
 * Identify points of agreement and disagreement in the conversation.
 * Summarize points of agreement and disagreement within the dialogue.
 * Evaluate personal views in light of the conversations.
 * Generate new connections from insights gained in the conversation.
 * Respond thoughtfully to diverse perspectives, summarize points of agreement and disagreement, and, when warranted, qualify or justify their own views and understanding and make new connections in light of the evidence and reasoning presented.
 * SL. 10.2 **
 * Locate a variety of sources in different formats and media.
 * Evaluate the credibility and accuracy of different types of sources.
 * Convey information on a topic using sources.
 * Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
 * SL. 10.3 **
 * Identify the speaker's point of view
 * Evaluate the logic and legitimacy of the speaker's argument
 * Identify faulty reasoning and exaggerated or distorted evidence
 * Determine the effectiveness of the evidence presented in the speaker's argument
 * Assess the use of rhetoric in the speaker's argument
 * Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Essential Vocabulary**===

SL. 10.1a
Diverse Evidence Research Socratic Questioning Source Citing Credibility Primary/Secondary Sources Opinion

Conversation Civil Collective Individual Collaboratively Fair Consensus Norms Alternate views
 * SL. 10.1b **

Credible Deep/Shallow Questions Posing Questions Questioning Strategies Dialogue Clarify Verify Challenge Defend
 * SL. 10.1c **

Diverse perspectives Justify Agreement/Disagreement Argument New Connection Personal Views Dialogue Insight Relevant Credibility Accuracy Format Media Convey Integrate Visual Quantitative Statistical Data Oral Multiple Sources Fallacious Evidence Rhetoric Argument Distorted evidence Logic Legitimacy Point of View Reasoning Logos/Ethos/Pathos
 * SL. 10.1d **
 * SL. 10.2 **
 * SL. 10.3 **

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== Creating rubrics: [|http://rubistar.4teachers.org]

Guidelines for classroom discussion:[]

[|/]

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**
Evaluating sources checklist: []

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Enrichment:**
Socratic seminar information: []

Listen to famous speeches: [|http://www.learnoutloud.com/Catalog/History/Speeches/Great-Speeches-in-History-Podcast/21306#plink]

Discussion strategies: []

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Instructional Resources**=== Socratic seminar video: [] Annotating a text: [] Roles in Groups: [] Analyzing rhetoric: [] Analyzing reasoning activities: [] ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===