We will start class with ten minutes of reading. I will read with the students during this time.
So, have you every thought that you taught something really clearly and then realized when you collected their work that there was a complete disconnect between you and your students? Totally happened to me after yesterday's lesson. My teaching partner and I graded a few of the P.O.V. statements students wrote about the visual sources and found that they were doing a good job of summarizing, but their analysis was pretty weak/surface level. We hypothesized that this might have been because they struggled to interpret the sources themselves. So, today I am taking a step back today to reivew Point of View (P.O.V.) statements with contemporary sources/writing to see if that helps.
I put together a brief P.O.V. review presentation that asks students to do the same kind of analysis we were attempting to do yesterday with current news articles (one about Justin Bieber and one about the Superbowl), which are hopefully more accessible, as both events are super current in my students' minds--Go Broncos! I will use these articles to remind them that each person's bias/perspective influences what they choose to include in their argument/presentation of ideas. It is up to us to figure out if their reasoning is valid and sufficient (CCSS.ELA-Literacy.RI.9-10.8).
I chose articles that I (hope) will also be high interest and plan to do this review orally (CCSS.ELA-Literacy.SL.9-10.1) with the students, asking them to analyze each source for bias/perspective and then constructing P.O.V. statements that highlight how perspective influences purpose (CCSS.ELA-Literacy.RI.9-10.6). I think part of the problem with their statements from yesterday's activity is the lack of focus on WHY and artist does what he or she does. I will revisit this today and remind them that they have done this with rhetorical analysis many times this year.
After we've spent some time reviewing and practicing, I will ask the students to work independently to read and analyze one of four primary or secondary sources that represent different perspectives of the costs and benefits of Industrialization.
The four pieces are again, all from our history textbook, which I am choosing to use to support the content my history teacher has been teaching the past few days. Here are links to online resources you could use instead (though I think the history texts are better quality--you could also choose other primary sources that deal with concerns or hopes for the Industrial Revolution):
On Monday, the students will be taking on the persona of their writer or the person being described in their piece. They will be discussing the various struggles and/or hopes that various people had about the rapid growth of industry, technology, cities, etc. during the early to mid 1800s in Europe. To do this well, they will need to have a firm understanding of their persona's voice and how their point of view, provided evidence and reasoning impact their message/ideas (RI.9-10.6).
As they read, I will ask them to annotate for the different elements of SOAPSTone and, once they've finished reading, write a P.O.V. statement for their piece.
If time allows, I will let students check in with others who read the same piece to see how well they did with their reading/analysis and to prepare a little for Monday's discussion.
I will also encourage students to spend ten or so minutes researching their persona over the weekend, though I don't have much hope of there being any homework completed. It is Super Bowl Sunday this weekend and with the Broncos playing (#unitedinorange), I doubt that much productivity will occur.