In this close reading activity, students will first read the text independently, Text Dependent Questions for highlighting any portion of the text that explicitly states the purpose. Groups author’s Following the initial reading, a discussion should take place regarding the results. Notes for Presentation and Review Next, the students will hear the teacher read the essay aloud, this time highlighting (in a different color) the evidence (or reasons) that support Standards Addressed: claim. Again, a discussion should follow. Lastly, the teacher will Chesterton’s 12.SL.5 group students by assigning them a set of questions to help them focus their 12.RI.4 analysis of the text. Then, like a jigsaw, students will separate from their group, Description 12.RI.5 reporting their findings to other classmates while their peers take notes (and vice 12.RI.6 versa). All handouts/consumables are located at the end of this document. Resources: Activity #2: PARADOX In Fallacy of List of paradoxes (cut into strips) “THe Success” to hand out Teaching paradox can be tricky. In this activity, each student will be assigned a Paradox Handout common paradox. Working in pairs, students are asked to deconstruct the idea Fallacy of “The Success” by describing a situation in their life where that paradox rings true (and false ). Following the introduction, students will locate a paradox within Chesterton’s Standards Addressed: essay, citing evidence, and analyzing the role it plays in the text. All 12.L.5a handouts/consumables are located at the end of this document. 12.W.3 12.RI.6 Description Resources: Activity #3: Vocabulary Study Fallacy of “The Success”
Text Dependent Questions for Groups Notes for Presentation and Review Standards Addressed: 12.SL.5 12.RI.4 12.RI.5 12.RI.6 Description In this close reading activity, students will first read the text independently, highlighting any portion of the text that explicitly states the author’s purpose. Following the initial reading, a discussion should take place regarding the results. Next, the students will hear the teacher read the essay aloud, this time highlighting (in a different color) the evidence (or reasons) that support Chesterton’s claim. Again, a discussion should follow. Lastly, the teacher will group students by assigning them a set of questions to help them focus their analysis of the text. Then, like a jigsaw, students will separate from their group, reporting their findings to other classmates while their peers take notes (and vice versa). All handouts/consumables are located at the end of this document. Activity #2: PARADOX In “THe Fallacy of Success” Resources: List of paradoxes (cut into strips) to hand out Paradox Handout “The Fallacy of Success” Standards Addressed: 12.L.5a 12.W.3 12.RI.6 Description Teaching paradox can be tricky. In this activity, each student will be assigned a common paradox. Working in pairs, students are asked to deconstruct the idea by describing a situation in their life where that paradox rings true (and false ). Following the introduction, students will locate a paradox within Chesterton’s essay, citing evidence, and analyzing the role it plays in the text. All handouts/consumables are located at the end of this document. Activity #3: Vocabulary Study Resources: “The Fallacy of Success”
12_The_Fallacy_of_Success.docx