11SL-Comprehension+&+Collaboration

SL.11.1. Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. SL.11.2. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. SL.11.3. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used. || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Anchor Standard/Mathematical Practice(s)**=== Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively. Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data. Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, assessing the stance, premises, links among ideas, word choice, points of emphasis, and tone used.
 * ===**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 promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
 * Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
 * Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
 * AS:**
 * SL-11.1**
 * SL-11.2**
 * SL-11.3**

Makes sense of problems and perseveres in solving them. Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Attend to precision. Look for and make use of structure. Look for and express regularity in repeated reasoning. || HS.SI.1.1 Evaluate resources for reliability. HS.SI.1.2 Evaluate resources for point of view, bias, value, or intent of information. HS.SI.1.3 Evaluate content for relevance to the assigned task. 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). HS.TT.1.2 Use appropriate technology tools and other resources to organize information (e.g. online note-taking tools, collaborative wikis). HS.TT.1.3 Use appropriate technology tools and other resources to design products to share information with others (e.g. multimedia presentations, Web 2.0 tools, graphics, podcasts, and audio files). HS.RP.1.1 Design global-awareness project-based products individually and collaboratively. HS.SE.1.1 Analyze ethical issues and practices related to copyright, not plagiarizing, and netiquette. HS.SE.1.2 Analyze safety issues and practices when using online resources (legal and criminal consequences, long-term career consequences of behavior). || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Revised Bloom's Level of thinking**=== Create || ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Learning Target/Task Analysis**===
 * MP.1.**
 * MP.2.**
 * MP.3.**
 * MP.6.**
 * MP.7.**
 * MP.8.**
 * ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Information Technology Standard**===

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**I can...**

 * SL-11.1**
 * Prepare for discussion by reading the text, conducting necessary research, and/or annotating text.
 * Determine the group dynamic (assign roles and establish expectations within various-sized groups)
 * Maintain civility by adhering to established rules
 * Create an environment that encourages the interesting or opposing viewpoints
 * Pose probing questions that require logical and ethical responses, rather than simply emotional ones
 * Address all sides of the issue
 * Evaluate evidence for relevance, credibility to ensure adequate support of position(s) and /or persuasiveness
 * Evaluate opposing viewpoints.
 * Synthesize evidence provided and generate new research when appropriate to resolve conflicting evidence or viewpoints
 * Evaluate whether position is superficial or incisive and revise to ensure depth of discussion
 * Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11–12 topics, texts, and issues, building on others’ ideas and expressing their own clearly and persuasively.
 * 1) 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.
 * 2) Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
 * 3) Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
 * Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
 * SL-11.2**
 * Identify print and non-print media (visual, quantitative, oral) to select information
 * Evaluate relevancy of materials in a variety of formats (i.e. video, blog post, art, website, print and non-print materials)
 * Integrate selected sources to make informed decisions and solve complex problems
 * Evaluate credibility and accuracy of information
 * Discern and understand discrepancies among data gathered
 * Integrate multiple sources of information presented in diverse formats and media (e.g., visually, quantitatively, orally) in order to make informed decisions and solve problems, evaluating the credibility and accuracy of each source and noting any discrepancies among the data.
 * SL-11.3 **


 * Identify and understand the use of rhetorical strategies
 * Understand point of view as an effective element of speaking
 * Demonstrate reasoning skills and the use of evidence
 * Identify the position and assess the merits of the stance.
 * Evaluate premise(s) based on speaker’s evidence
 * Identify possible logical fallacies and how they may detract from the message
 * Evaluate the use of appropriate transitions
 * Assess the speaker’s diction and its effect on tone
 * Measure the effectiveness of organization and points of emphasis

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

SL-11.1
Annotations Civility Claim Conclusion Contradiction Credibility Deadlines Decision-making Democratic Diversity Ethics Evidence Goals Group dynamic Logic Perspective Persuasion Relevance Synthesis Viewpoint

Accuracy of information Credibility Data discrepancies Non-print media Oral Print media Quantitative Relevance Source Visual
 * SL-11.2 **

Diction Evidence Logical fallacy Merit Organization Point of view Points of emphasis Position Premise Reasoning Rhetorical strategies Stance Syllogism Tone Transitions ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Sample Assessments**=== ===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Differentiation**===
 * SL-11.3 **

‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Intervention:**

 * Evaluating sources checklist: []
 * 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**===
 * Perspective on the Slave NarrativeThis lesson plan introduces students to one of the most widely-read genres of 19th-century American literature and an important influence within the African American literary tradition even today. The lesson focuses on the Narrative of William W. Brown, An American Slave (1847), which, along with the Narrative of the Life of Frederick Douglass (1845), set the pattern for this genre and its combination of varied literary traditions and devices. To help students recognize the complex nature of the slave narrative, the lesson explores Brown's work from a variety of perspectives.
 * American Literary Humor - Mark Twain, George Harris and Nathaniel Hawthorne In this three-part curriculum unit, students examine structure and characterization in several short stories and consider the significance of humor through a study of several American writers. One or all lessons can be taught individually or linked together as a unit on 19th century American humor.

===‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍‍**Notes and Additional Information**===