The teacher should make it clear that this needs to be detailed. This should include all similar and different information, including statistical information, any costs, values of products, availability dates, programs, memory, etc. If necessary, the teacher can provide an example on the board. Assessment Prompt for Learning Activity 1: The teacher asks for volunteers to share answers. Alternately, the teacher can circulate the room and look at what students have recorded on their papers. Student Look Fors Include textual evidence (ideally, direct quotes.) Answers may vary depending on students’ opinions. Inappropriate answers include responses that are too general or responses based on students’ outside knowledge. Learning Activity 2:Analyzing and Comparing Assignment: collected Data Students compose a Working in pairs students will analyze and compare paragraph response to the what information they found important from each following prompt: Briefly article and positive and negative aspects for each. describe the differences Each partner takes a turn explaining what information between objective and they feel is the most important. They will then discuss subjective analysis and how WHY they may have had different opinions. these pertain to the comparison of different items. Questions that can be asked include the following: Students should provide a Can be more than one factor to determine logical answer to the question how and why an item may be more appealing to and use specific textual one person than another? evidence from the in-class Does this have to be a certain type of data? Or activity to support their can it be a combination of things? response. Assessment Prompt for Learning Activity 2: Students should make notes on their graphic organizers as to what they may have found to be
The teacher should make it clear that this needs to be detailed. This should include all similar and different information, including statistical information, any costs, values of products, availability dates, programs, memory, etc. If necessary, the teacher can provide an example on the board. Assessment Prompt for Learning Activity 1: The teacher asks for volunteers to share answers. Alternately, the teacher can circulate the room and look at what students have recorded on their papers. Student Look Fors Include textual evidence (ideally, direct quotes.) Answers may vary depending on students’ opinions. Inappropriate answers include responses that are too general or responses based on students’ outside knowledge. Learning Activity 2:Analyzing and Comparing collected Data Working in pairs students will analyze and compare what information they found important from each article and positive and negative aspects for each. Each partner takes a turn explaining what information they feel is the most important. They will then discuss WHY they may have had different opinions. Questions that can be asked include the following: Can be more than one factor to determine how and why an item may be more appealing to one person than another? Does this have to be a certain type of data? Or can it be a combination of things? Assessment Prompt for Learning Activity 2: Students should make notes on their graphic organizers as to what they may have found to be Assignment: Students compose a paragraph response to the following prompt: Briefly describe the differences between objective and subjective analysis and how these pertain to the comparison of different items. Students should provide a logical answer to the question and use specific textual evidence from the in-class activity to support their response.
SCHS%20Reading%20Writing%20Project.docx