Your Online Life Permanent As a Tattoo
We begin by discussing with students how our online lives can be permanent, then shows Juan Enriquez' TED talk: http://www.ted.com/talks/juan_enriquez_how_to_think_about_digital_tattoos.
2 Guided Practice
After viewing the talk, I hand out the transcript of the speech and ask students to get out a highlighter and pen. I use a digital camera as we annotate the text. I begin reading the first 3 paragraphs. Then I ask students to discuss in small groups where they think the introduction ends and draw a line under that paragraph. This is important in showing that an introduction isn't just the first paragraph of a text.
Together, we highlight and label all of the major claims Enriquez makes, guiding students to find these claims with their small groups.
As a class, we divide the text into meaningful chunks and students write one sentence summaries of each chunk in the margin of the text. A student is randomly chosen from each group to share what the group wrote with the entire class.
After reading, I ask students to identify where the conclusion begins and draw a line above that paragraph.
As we annotate, we stop to point out the metaphors, references to mythology, complex words, and/or any other information students may need help their understanding of Enriquez' argument.
Usually this process takes up a full class period.
3 Direct Instruction
We begin the next class period by reviewing Enriquez's major points. I provide students with a handout that explains what a descriptive outline is and a list of words to use to describe what texts do.
4 Group Practice
After reviewing these handouts and gluing them in to students' Interactive Notebooks, each group is assigned a meaningful chunk of the text. Since students already wrote one-sentence summaries for each meaningful chunk, they only need to think about and discuss what each section of the text does.
Once groups are finished, they present their section of the descriptive outline to the class, while the rest of the class records what is presented.
Key Standards Supported
Reading Informational Text
Determine the meaning of words and phrases as they are used in a text, including figurative, connotative, and technical meanings; analyze the cumulative impact of specific word choices on meaning and tone (e.g., how the language of a court opinion differs from that of a newspaper).
Analyze in detail how an author’s ideas or claims are developed and refined by particular sentences, paragraphs, or larger portions of a text (e.g., a section or chapter).
Determine an author’s point of view or purpose in a text and analyze how an author uses rhetoric to advance that point of view or purpose.
Analyze various accounts of a subject told in different mediums (e.g., a person’s life story in both print and multimedia), determining which details are emphasized in each account.
Delineate and evaluate the argument and specific claims in a text, assessing whether the reasoning is valid and the evidence is relevant and sufficient; identify false statements and fallacious reasoning.
Analyze seminal U.S. documents of historical and literary significance (e.g., Washington’s Farewell Address, the Gettysburg Address, Roosevelt’s Four Freedoms speech, King’s “Letter from Birmingham Jail”), including how they address related themes and concepts.
Cite strong and thorough textual evidence to support analysis of what the text says explicitly as well as inferences drawn from the text.
Determine a central idea of a text and analyze its development over the course of the text, including how it emerges and is shaped and refined by specific details; provide an objective summary of the text.
Analyze how the author unfolds an analysis or series of ideas or events, including the order in which the points are made, how they are introduced and developed, and the connections that are drawn between them.
By the end of grade 9, read and comprehend literary nonfiction in the grades 9–10 text complexity band proficiently, with scaffolding as needed at the high end of the range.
Speaking & Listening
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.
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.
Integrate multiple sources of information presented in diverse media or formats (e.g., visually, quantitatively, orally) evaluating the credibility and accuracy of each source.
Evaluate a speaker’s point of view, reasoning, and use of evidence and rhetoric, identifying any fallacious reasoning or exaggerated or distorted evidence.
Present information, findings, and supporting evidence clearly, concisely, and logically such that listeners can follow the line of reasoning and the organization, development, substance, and style are appropriate to purpose, audience, and task.
Make strategic use of digital media (e.g., textual, graphical, audio, visual, and interactive elements) in presentations to enhance understanding of findings, reasoning, and evidence and to add interest.
Adapt speech to a variety of contexts and tasks, demonstrating command of formal English when indicated or appropriate.